6. Sınıf İngilizce

Students can recall the current (theme) concept of “school life” and its components such as “roles, and responsibilities at school; school routines; 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 current theme in English without translating anything until they start learning the target words in the current (new) concept in English. To remind them of the pre-existing background knowledge they already have about the current concept, various materials such as short scene from a film, series, a part from a story, a poster etc. which is appropriate to the age, level, and pedagogy could be used before the main teaching/learning flow of the class begins. They would give a general idea of the theme. Students are facilitated with the relevant materials through various activities. When they have finished working on it, the teacher asks them in English if they understood what it was about. For checking their understanding, she/he can design several activities. For instance, they can write a related word that they know in English on a piece of paper and put it in the jar/box that she/he has prepared. Alternative ways can be tried. The teacher asks them to 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. Learning-Teaching Practices WARM-UP TO THE WHOLE THEME (WELL-BEING) Before starting to work on the theme “school life”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. 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/cartoon story, etc. that has no relation or connection to the current theme and does not require any knowledge of English (D2.5, SELS2.1, V12.1, LS2, LS4). INTEGRATION OF LANGUAGE SKILLS IN THE THEME All language skills (listening/watching-comprehension, reading-comprehension, speaking-expression, writing-expression, vocabulary selection and use, grammar selection and use, pronunciation selection and use) are used in an integrated way around “school life” and sub-themes “roles, and responsibilities at school; school routines; national days and celebrations” 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. ENG6.1.L1. PREPARING FOR LISTENING/WATCHING-COMPREHENSION: Having seen a visual about and having guessed the topic of “school life” during the background recall session, students can have a vision of the current theme as a general concept in the current (new) theme (D3.2, SELS1.1, V3.2, V1.1, V3.1, V14.3, LS1, LS4,LS5, LS6, CS2.11, CS2.16.2). So, a further concept check with listening/watching for gist activities including more guessing games using clues from some pictures, realia, short video clips etc. help them prepare for the current theme (CS2.6, CS2.8). For each theme, a digitally constructed story is used as the main context of the theme, and it is visited several times while going through the theme to cover target pronunciation, vocabulary, grammar, social language expressions, and semantic meaning of the whole theme (CS2.14). It is both an entry material and the main context to the whole theme at the same time. The teacher asks them whether their guesses during the background recall session were correct and also what they think the introductory digital story that they are going to watch could be about (CS2.8). As they have already seen a scene from a film about the theme and the pictures, realia, etc. they can easily answer what the current theme will be about and that their guesses were true (D1.2, D1.6, D2.3, D3.2, SELS1.2, V1.1,V3.1, V3.3, V3.4, V14.3, LS2, LS4, CS2.10, CS2.17). ENG6.1.L2. BRINGING INFORMATION TOGETHER THROUGH LISTENING/WATCHING: The teacher asks the students to watch the introductory digital story carefully, recalling the work done with visuals (the scene from a film, pictures, realia, or video clips about the theme shown earlier) (CS2.11). Students watch the introductory digital story to consolidate the identification of the theme’’ school life‘’ in it as a whole (CS2.13) without stopping the video at any point, so that the students can understand the theme holistically (D3.2,SELS1.1, V1.1, V3.1, V3.3, V3.4, V14.3, LS2, LS4, CS2.14, CS2.16.2). ENG6.1.L3. MAKING MEANING THROUGH LISTENING/WATCHING-COMPREHENSION: To draw students’ attention to the content, some realia brought into the classroom by the teacher could be used (V1.1, V3.1, V14.3). The teacher could show the corresponding objects to the students when the corresponding vocabulary for the main components of the theme “school life” is mentioned in the introductory digital story, without stopping the video while the students watch the story (CS2.6). When they have watched the whole story, the teacher could show the realia items on the table and ask questions with two options (CS2.5). As one of the words is from the previous themes, students could hear, understand, recognise and learn the (new) target vocabulary for each main component of the theme easily (CS2.1). In this way, the teacher could engage in a dialogue with the whole class to check that they have recognised the components of the theme, and that they have understood each realia item is about one component (CS2.8). Further activities and games can be played at this stage to reinforce the general meaning of the theme through its main components (D1.1, D2.5, SELS2.1, V3.4, LS1, LS2, LS4). To check whether the students understand the general topic of the theme ”school life” and remember the sequence of the scenes of the introductory digital story, the teacher shows an organiser with the mixed images/pictures of the scenes on the Smart Board and asks the students to look at the images/pictures of the scenes for a while (CS2.3). She/He then asks them to order the scenes in pairs in their seats with the mixed paper pictures she/he has already given to the students (SELS2.2, V3.4, V4.2, LS1, LS4, LS6). When the pairs have finished sorting the pictures for the scenes of the story, the teacher asks the students to take turns or volunteer to sort the scenes on the screen of the Smart Board (or the pictures on the blackboard) (SELS1.2, CS2.6, CS2.10). This will help the students to organise the story as a whole so that they can identify the main theme and the components of the theme from their memories (D1.2, D1.6, D2.3, V16.3, V20.4, CS2.12). ENG6.1.L4. REFLECTING ON THE LISTENING/ WATCHING PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole listening-watching process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3, V3.4). Some volunteer students express what they think and feel about them (CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS1.2, SELS2.2, V4.2, V4.3,V12.1, LS5, LS6). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V10.3). ENG6.1.P1. RECOGNITION OF TARGET PRONUNCIATION: To practise pronunciation of the new target words, word groups, language chunks, and social language expressions about the theme “school life” and the words and/or word groups for the sub-themes “roles, and responsibilities at school; school routines; national days and celebrations”, the teacher asks the students to listen (to)/watch the whole or some extracts from the introductory digital story by noticing how words are pronounced (V1.1, V3.1, V3.3, V14.3, LS4, CS2.6). She/ He asks them to repeat the word aloud when she/he stops the video for a word and says it. The teacher then asks the students to listen and repeat the same words aloud a few times as a whole class after listening to the recordings that she/he has prepared beforehand using some Web 2.0 programmes (LS2, CS2.16.3). The teacher could offer variations with some techniques such as showing the picture of the target word to the students to say the word or pointing to the corresponding picture when they hear the word from the recording, and then both (CS2.8). To help the students pronounce the words accurately, the teacher asks them to repeat each target word aloud a few times as a whole class after her/him or the recording, then in large groups, then in small groups and then again as volunteers (D3.2, D3.6, SELS1.2, SELS2.1, V4.2, V20.4, LS1, CS2.14). SELECTION AND USE OF TARGET PRONUNCIATION: Practice of pronunciation could be done with different forms of TPR, gamification and drama activities, e.g. first the teacher says the target words/word groups for the sub-themes “roles, and responsibilities at school; school routines; national days and celebrations” the students listen (CS2.9); then the teacher says the target words/word groups and acts them out, the students repeat after her/him (SELS2.1, CS2.14). Then the teacher and the students say the target words/ word groups and act them out together at the same time. Then the teacher says the words/word groups and acts them out. These activities can be done through the actions for the sub-themes (D2.3, D2.5, V1.1, V3.1, V3.3, V14.3). As a variation, they can also repeat the words after the teacher happily, sadly, angrily, etc. using different tones of voice (SELS2.3, CS2.8, CS2.11). They also practise for the target social language chunks using the same or similar techniques. During the repetitions, they point to relevant pictures that the teacher has placed in different places in the classroom (CS2.12). Some action sequences are also created in which the students can practise the social language in a fun way by repeating, pointing, miming, and acting out in several games (SELS2.1, V7.2, LS5, LS6, LS9). The teacher facilitates some activities with dialogues and games in which students can practice the target pronunciation by selecting and using them accurately, naturally, and authentically (CS3.1). Several fun pronunciation games could be played, such as shadow reading, bingo, odd one out, pronunciation maze, minimal pairs, rhyming games, and several sound drills (SELS2.2). The target sounds such as vowels, consonants, and diphthongs of the theme are practised through them (CS2.13). Their learning is evaluated as described in items (1) and (2) in the section 1.2. Principles for the Implementation of the English Curriculum (D1.2, D1.6, D2.5, V3.4, LS1, LS2, LS4). ENG6.1.R1 PREPARATION FOR THE READING-COMPREHENSION PROCESS: The teacher facilitates reading and writing 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. Reading is done in two ways in the theme by using the written version of the introductory digital story and additional reading texts in reading sections of the instructional material to be used (V3.2, LS2, LS4). Various reading styles including silent reading, speed reading, jigsaw reading, and basic reading techniques including skimming, scanning, and reading for details during pre-reading, while-reading, and post-reading phases are used in the theme (V3.4, LS1, CS2.3, CS2.6). The ultimate aim of reading practice is to enhance comprehension, improve fluency, develop pre-critical thinking skills and critical thinking skills and the ability to comprehend and talk/write about the content in a meaningful and communicative way (V3.3, V7.2, LS5, CS3.3). For the initial stage of reading, the teacher asks the students to look at the audio/visual/written elements (e.g. sound, voices, scenes, title of the text, written words) surrounding the written version of the contextual introductory story or a new text in the reading section of the instructional material to be used for skimming to recall the conceptual meanings they already have about the theme (CS2.8). At this stage, the teacher could ask the students to read the title of the theme and ask the students which words they already know, and which come to mind in connection with the title (SELS1.1, CS2.16.2). She/He reminds them not to ask the meanings of any new words or the words they do not know. She/He reminds them that this is just a guessing activity by using the words they know and that there is time to work on the new words of the new theme later (D3.2, D3.6, V3.4, CS2.10, CS2.12). ENG6.1.R2 BRINGING INFORMATION TOGETHER THROUGH READING: Students go on with a scanning activity to find out the most important details of the introductory digital story and/or a new text in the reading section which is organised to help students to know more about the reading content (CS2.6, CS2.7). In this way they could be able to recognise the main components of the theme that take place in the story/text. Students circle or tick the ones that they have heard, seen and scanned (quickly read) in the story (CS2.4). By doing so, they will be able to understand the story/text in general using the main elements (D3.2, D3.6, V3.3, V3.4, LS1). ENG6.1.R3. MAKING MEANING THROUGH READING: Then the teacher asks the students to do a jigsaw reading activity, so she/he shows the written version of the introductory digital story or the text in the reading section on the blackboard/Smart Board (or in any other teaching material). She/He asks the students to work in pairs to share the text (SELS2.2). One peer reads the first half of the text and the second peer reads the other half of the text in a given time (CS2.6). They are then asked to share what they have understood from their part with their peer, also in a given time. In this way, they talk about the whole story after reading it silently, in the jigsaw reading style (D2.4, D3.6, V3.4, V4.2, V16.2, LS1, LS6,CS2.8, CS2.9). Some speed-reading activities can be used to develop students’ reading and comprehension skills. These activities can be evaluated as explained in the item (6) in the section 1.2. Principles for the Implementation of the English Curriculum. After sharing their parts, students proceed with the activities for dealing with the target vocabulary, grammatical chunks, and semantic meaning relatively with the help of the teacher (CS2.14). For dealing with the semantic meaning, the teacher facilitates the lesson with meaningful activities including closed, semi-closed, free, open- ended, and communicative ones (SELS2.1). From display to communicative open-ended, various types of questions are used to understand the meaning of the text (SELS3.1, SELS3.2, CS2.6). During this process students work collaboratively to exchange information, thoughts, and feelings (D3.2, D3.7, V3.3, V7.2, V20.2, LS2, LS4, CS2.8). ENG6.1.R4. REFLECTING ON THE READING-COMPREHENSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole reading-comprehension process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3). Some volunteer students express what they think and feel about them (CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (D2.3, D3.5, V4.2, V6.2, V10.3, V12.1, LS1, LS6). ENG6.1.V1. PREPARATION TO WORK ON THE TARGET VOCABULARY: At this stage, students remember what the theme is about through the activities that they have done during the background knowledge, pre-listening/ watching, and pre-reading sessions (SELS1.1). As they know the main topic, they get ready to deal with the main components and target vocabulary of the theme (V3.2, LS1). RECOGNITION OF THE TARGET VOCABULARY: A scanning activity to find out the main details of the introductory digital story (and/or a new text in the reading section) is organised to help students to know more about the content. This could help them identify what the target words in the text could be about. The activity could be designed by listing some important pictures, words or events about the main components of the theme that take place in the story/text. Students circle or tick the ones that they have heard, seen and scanned (quickly read) in the story. In this way, they will be able to understand the story/text in general by using the main elements and also be ready to work on the target vocabulary items (D3.2, D3.6, LS1, LS2, LS4, LS5, CS2.4, CS2.6, CS2.7). Then the students read the written version of the digital story again silently, (or the reading text in the reading section), to check whether they know any of the target vocabulary items about the theme (V1.1, V3.1, V14.3, CS2.8). They underline the words whose meaning they do not know while reading silently (CS2.17). Students say these words when they finish reading and the teacher writes these words on the Smart Board/blackboard/ white board as they say them. The teacher writes only the target words on the Smart Board/blackboard as active words that the students have said. She/He quickly deals with the non-target passive vocabulary items by using pictures, mimics, gestures, imitations, examples, etc. But she/he takes time to facilitate the teaching of the target words (D1.2, D1.6, D3.2, V3.3, V3.4, LS2, LS4,CS2.4, CS2.5, CS2.7). To introduce and practise the meanings of the target vocabulary related to the theme, that the students do not know, the teacher asks the students to watch the introductory digital story (or the video of the reading text if there is one) again. From the beginning, whenever a target item is mentioned, the teacher stops the video and asks several questions in the form of two options, one of which is a word from the previous themes that they already know (V1.1, V3.1, V14.3, CS2.16.1, CS2.6). By guessing what they are, the students hear the English equivalents of the words for the theme and they answer as a whole class in chorus. In this way, they are introduced to the meanings of the target words (D1.2, D1.6,D3.7, CS2.10). This is conducted in the form of a dialogue where their learning can be checked as described in items (SELS2.1) (7), (8), and (9) in the section 1.2. Principles for the Implementation of the English Curriculum. (V1.1, V3.1, V3.3, V3.4, V14.3, LS1, LS2, LS4). After having watched the introductory digital story, the teacher shows some pictures for the sub-themes, on the walls as clues and says the words aloud several times in sentences by pointing to the pictures and the students repeat after her/him (D2.3, V1.1, V3.1, V14.3, CS2.6, CS2.11). In this way, the main vocabulary items of the theme are introduced to the students in English as described in item (3) in the section 1.2. Principles for the Implementation of the English Curriculum (V1.1, V3.1, V14.3). SELECTION AND USE OF TARGET VOCABULARY: The teacher can prepare an activity using the Web 2.0 programme with images/pictures, and symbolic images for some categories about the components of the theme ’’school life ‘’. She/He also prepares mixed images/pictures for target vocabulary items for the activities which can be done in relation to the components. She/He asks the students to look at the mixed pile of images/pictures of the main components of the theme on the Smart Board screen and scan them for a while to remember them (V1.1, V3.1, V14.3, CS2.4). She/He explains to the students that the items will be placed under the correct category, but first she/he gives the students the cut-out pictures of the activities and a large sheet of paper with the categories written on it and the cut-out pictures will be placed under each category correctly (V3.3, L2, LS4, CS2.5). The teacher asks them to work in pairs and place the cut-out pictures in the right category and ask each other some questions about the theme (D3.2, D3.8,SELS2.2, V1.1, V3.1, V14.3) . When the students have finished working with the cut-out pictures and asking and answering questions about them, the teacher asks them to take turns or volunteer to go to the Smart Board and drag the corresponding images/pictures under the right category on the screen (SELS1.2, V3.4, V20.4, LS1, LS4, CS2.5). In this way, images/pictures that are relevant to the main concept and its components are consolidated through categorisation. This activity can be done with real pictures on the white/blackboard if there is a problem with te chnology. The teacher asks the students to copy the words next to the pictures they have pasted or drawn in their picture dictionaries and then asks them to exchange their picture dictionaries with their peers and check each other’s spelling (D3.2, SELS1.2, SELS2.2, V4.2, V4.3, V6.2, LS9). To consolidate the meaning, selection, and use of the new target vocabulary items, the teacher could organise activities and tasks using pictures, flashcards, sounds, realia, and any other materials to play games such as Bingo, Pelmanism, King’s game, Odd One out, Wordscapes, Scrabble, Pictionary, Letter Scramble, Acronyms, Charades etc. Games could be adapted according to the teacher’s objectives (pronunciation, spelling, meaning, selection, use etc.), age, interests, and language level of the students (CS2.13). Students can be asked to create their own games to use the target vocabulary items in context (D2.5, D.3.3, SELS3.1, SELS3.2, V1.1, V3.1, V4.2, V4.4,V7.2, V14.3, LS9, CS2.20). Students’ learning can be checked as described in items (3), and (4) in the section 1.2. Principles for the Implementation of the English Curriculum. ENG6.1.G1 RECOGNITION OF TARGET GRAMMATICAL ITEMS: To draw the students’ attention to the target language chunks of the theme ’’school life‘’, the introductory digital story or an extract from it played so that the students can notice the target language chunks (D3.2, CS2.2). While watching the introductory digital story, the teacher stops at the scenes where the target language chunks are used. She/He imitates the action by showing the scene, saying the chunk, and asking the students to do the same (V3.2, LS2, CS2.14). She could hold up large pictures corresponding to the chunks when they are mentioned in the digital story to draw the students’ attention. The sentences with the target chunks are also written and placed on the Smart Board/ blackboard/ whiteboard. The teacher also points to these sentences while pointing to the scenes in the story where they appear. There is no analysis or teaching of grammatical structures at this stage. Students can automatically and naturally identify the use of the target language chunks in the current context created in the introductory digital story without working on any rules or structures (SELS3.1, V3.4, LS1, LS4, CS2.3, CS2.4, CS2.16.2). To check the students’ identification of the target language chunks, after the students have finished watching the introductory digital story, the teacher asks them to read the sentences with the target language chunks written by the teacher on the Smart Board /blackboard/whiteboard and asks them to find the same or similar sentences in the written version of the introductory digital story or another text that is shown on the Smart Board (D3.2, SELS3.2, V3.3). She/He also asks them to find the same or similar sentences with these chunks which are given in different types of tables prepared by the teacher (CS2.7). These tables do not include any explanations of grammatical rules, explanations, or formulas, and they only contain example sentences with target chunks in which important words with the target grammar are written in bold or different colours to attract students’ attention. The teacher asks them to look at the words in bold or in different colours and asks students to examine them (CS2.9). Then the teacher asks the students to copy these sentences with target chunks written in bold or different colours into their notebooks. The teacher asks the students to make very similar sentences using the target words and asks them to share their sentences with each other in pairs, and then with the class (SELS2.2, SELS3.2, D3.2, V4.2, CS2.13,CS2.14, CS2.16.1, CS2.16.2). Both the teacher and the class members give feedback to the students as they say their sentences (CS2.19). The teacher gives all students a checklist with simple symbols to evaluate each other’s work as explained in the items (5) and (6) in the section 1.2. Principles for the Implementation of the English Curriculum (V4.3, V6.2, V10.3, LS6). SELECTION AND USE OF THE TARGET GRAMMAR: To facilitate students’ further practice with the target language chunks in the theme ’’school life‘’, the teacher shows some other sentences with these chunks in another context such as a short story, a short paragraph, and a short dialogue etc. and asks students to find the sentences with the target chunks in them and asks if they understand them (SELS3.2, V1.1, V3.1, V3.3, V14.3, CS2.4, CS2.6,CS2.8). She/He gives some written activities and exercises to practise the target chunks in context. She/He also facilitates more fun activities and as described in items (5), (8), (9), and (10) in the section 1.2. Principles for the Implementation of the English Curriculum. To consolidate the target language chunks, the teacher organises different fun activity and game bundles that the students can practise and consolidate them (CS2.13) where their learning can be checked as described in item (10) in the section 1.2. Principles for the Implementation of the English Curriculum (D2.5, V4.4). ENG6.1.W1. PREPARATION FOR THE WRITING-EXPRESSION SESSION: Practising through writing: Writing activities help students to produce and display meaningful written language for their personal expression and communication with others, by using language including target words, grammatical structures in use and the social language in this theme, as in other themes (V1.1, V3.1, V3.2, V14.3). ENG6.1.W2. RECOGNISING THE MODEL: Initially, students produce very limited and short pieces of writing such as sentences to practise the language including the target vocabulary and grammatical structures, after hearing and seeing them through listening and reading activities in the theme ’’school life ‘’. They practise the language in a more controlled way in the beginning, by writing to repeat or simply explain what they hear and see in context and what they are asked to do. They are provided a written model/example to copy to be able to notice significant points and elements in it (SELS3.1). While copying a short model writing, they become aware of the aspects such as the use of words, language chunks, punctuation, spelling and so on (D3.1, V3.4, LS1, CS2.4, CS2.16.3). ENG6.1.W3. CREATING THE WRITING CONTENT: Controlled writing of words and sentences turns to short paragraphs in a process writing manner with the support of the teacher’s feedback in the theme. This process is expanded and supported by several practical 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 (D1.3, D3.1, SELS3.2,V3.4, V4.4, V7.2, LS2, LS4, LS9, CS2.20). ENG6.1.W4. CONSTRUCTING AND PRACTISING WRITING: Storification and gamification techniques are actively and extensively used for further writing practice tasks. Students are encouraged to produce a variety of written products such as sentences, acronyms, paragraphs, messages, posters, e-mails, quotes, poems, songs, projects, scripts for plays, diaries/journals, blogs, very short film scenarios, etc. to express their ideas, thoughts, and feelings (D2.5, D3.3, SELS3.2, CS2.13). All the content is expected to be contextual, practical, authentic, real, and appropriate to the students’ interests and language level (V3.4, V7.2, V12.1, LS1, LS4, LS9). ENG6.1.W5. RECONSTRUCTING AND COMMUNICATING THROUGH WRITING: Students interact and communicate with peers and/or other people inside or outside school by using the language including the target words, language chunks, and the social language for the theme in their writing (SELS2.2, SELS2.3, V1.1, V3.1, V3.4, V4.2, V14.3, LS9, 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 at school and at home in a variety of ways (D3.3, SELS3.2, SELS3.3,V7.2, LS2, CS2.20). These activities are evaluated as described in items (11) and (12) in the section 1.2. Principles for the Implementation of the English Curriculum. ENG6.1.W6. REFLECTING ON THE WRITING-EXPRESSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole writing-expression process and asks them to express their thoughts, ideas, and feelings about the process. Some volunteer students express what they think and feel about them (D1.5, SELS1.3, CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V4.3, V6.2, V10.3, V20.4, LS1, LS6). ENG6.1.S1. PREPARATION FOR SPEAKING: The teacher facilitates speaking activities throughout the theme from the first lesson to the end. Speaking activities enhance students’ learning and help them produce and display meaningful language for personal expression and communication with others by using the language including the target words, grammatical structures in use and the social language expressions of the theme (V1.1, V3.1, V3.2, V3.4, V14.3). ENG6.1.S2 RECOGNISING AND USING THE MODEL: In the beginning, through listening/watching and reading, students recognise how the language with the target language items is used (CS2.6). They practise the language in a controlled way, by telling, repeating, explaining what they hear and see in the context (D1.3, D3.2, SELS3.1, V3.3, LS1, LS2, LS4, CS2.4). ENG6.1.S3 CONSTRUCTING SPOKEN CONTENT: In the later stages of the lessons after controlled practice sessions, the teacher creates new contexts in the form of new written/photo-picture strip/pantomime/video stories, dialogues etc. as new opportunities for the students to talk about them for practising further through questions, explanations, inferences etc. (D1.3, SELS3.2, V3.4, V4.2, V7.2, V12.1, LS1, LS4, LS9, CS2.13). ENG6.1.S4. CONSTRUCTING SPOKEN MATERIALS: Students are encouraged to produce several spoken products related to the extended contexts such as dialogues, speeches, presentations, short texts etc. to interact with peers and/or other people in or outside the school by using the language including the target words, language grammar in use, and the social language for the theme (SELS2.2, SELS3.2, V4.2, V1.1, V3.1, V14.3, 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 at school and at home through recordings (D1.2, D1.6, D3.3, V7.2 , LS2, LS9, CS2.20). ENG6.1.S5. RECONSTRUCTING AND COMMUNICATING THROUGH SPEAKING: Students communicate with each other by seeing/hearing/reading/using the language including the target words and grammatical structures related to the theme ‘’school life ‘’ in fun, enjoyable, varied, and versatile activities (SELS2.3, CS2.20). Picture strip stories can be used at the end of each theme to provide a consolidation and revision (V3.4, V4.2, V12.1, LS1, LS4, LS9, CS2.13, CS2.14). These new contents created are contextual, practical, authentic, real, and appropriate to the students’ age, interests, and language level. Storification and gamification techniques are actively and extensively used together with other further speaking practice throughout the theme. Students are encouraged to produce several spoken products related to the extended contexts such as dialogues, speeches, presentations, short texts etc. to interact and to communicate with peers and/or other people in or outside the school by using the language including the target words, language grammar in use, and the social language for the theme and its components such as “roles, and responsibilities at school; school routines; national days and celebrations” (V3.4,V4.2, V1.1, V3.1, V14.3, LS4, CS3.1, 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 at school and at home through recordings (D2.5, D3.3, SELS3.3, V7.2, LS2, CS2.20). These are evaluated as described in items (7), (8), (9), and (10) in the section 1.2. Principles for the Implementation of the English Curriculum. Then they can expand their language use and practise by communicating with others. ENG6.1.S6. REFLECTING ON THE SPEAKING-EXPRESSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole speaking-expression process and asks them to express their thoughts, ideas, and feelings about the process. Some volunteer students express what they think and feel about them (SELS1.3, CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V4.3, V6.2, V10.3, V20.4, LS1, LS6).

Objective: To practise daily routines and habits in English by encouraging students to use the target grammar chunks and vocabulary. Activity 1: Frequency Matters The teacher divides the class into pairs or small groups of 3-4 students and gives each group a survey sheet with questions about routines, habits, and frequency. For example: “How often do you eat vegetables”, “How do you go to school” or “Do you ever watch TV in the morning”. Students ask and answer the questions in pairs or small groups. They respond using the Present Simple and include adverbs of frequency in their answers. For example: “I always eat vegetables for lunch”, “I usually take the bus to school” or “I never watch TV in the morning”. After the survey, the teacher asks students to report back to the class using full sentences such as “Student A always eats vegetables for lunch”, “Student B never watches TV in the morning”. She/He asks students to share some of the most interesting or surprising routines they heard from their classmates. Then she/he writes some of the correct and incorrect sentences on the board (without identifying the students) and corrects any mistakes related to adverb placement and Present Simple Tense usage. She/He reminds students that they can practice discussing their routines and habits outside of class by focusing on adverbs of frequency in daily conversations. Students reflect on their thoughts and feelings about the activity.

Objective: To practise daily routines and habits in English by encouraging students to use the target grammar chunks and vocabulary. Activity 1: Frequency Matters The teacher divides the class into pairs or small groups of 3-4 students and gives each group a sheet with questions about routines, habits, and frequency. For example: “How often do you eat vegetables”, “How do you go to school” or “Do you ever watch TV in the morning”. Students ask and answer the questions in pairs or small groups. They respond using the Present Simple and include adverbs of frequency in their answers. The teacher moves around the class and gives guidance to students who need help with the sentence structure or adverb placement. Students share their sentences with their peer. The teacher asks students to share some of the most interesting or surprising routines they heard from their classmates. She/He writes some of the correct and incorrect sentences on the board (without identifying the students) and corrects any mistakes related to adverb placement and Present Simple Tense usage. She/He reminds students that they can practise discussing their routines and habits outside of class by focusing on adverbs of frequency in daily conversations. Students reflect on their thoughts and feelings about the activity.

Students can recall the current (theme) concept of “classroom life” and its components such as “daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” 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 current theme in English without translating anything until they start learning the target words in the current (new) concept in English. To remind them of the pre-existing background knowledge they already have about the current concept, various materials such as short scene from a film, series, a part from a story, a poster etc. which is appropriate to the age, level, and pedagogy could be used before the main teaching/learning flow of the class begins. They would give a general idea of the theme. Students are facilitated with the relevant materials through various activities. When they have finished working on it, the teacher asks them in English if they understood what it was about. For checking their understanding, she/he can design several activities. For instance, they can write a related word that they know in English on a piece of paper and put it in the jar/box that she/he has prepared. Alternative ways can be tried. The teacher asks them to 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. Learning-Teaching Practices WARM-UP TO THE WHOLE THEME (WELL-BEING) Before starting to work on the theme “classroom life”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. 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/cartoon story, etc. that has no relation or connection to the current theme and does not require any knowledge of English (D2.5, SELS2.1, V12.1, LS2, LS4). INTEGRATION OF LANGUAGE SKILLS IN THE THEME All language skills (listening/watching-comprehension, reading-comprehension, speaking-expression, writing-expression, vocabulary selection and use, grammar selection and use, pronunciation selection and use) are used in an integrated way around “classroom life” and sub-themes “daily and study routines; learning activities in the classroom;cardinal numbers 100-500; ordinal numbers 1-50”, allowing students to build background knowledge through receptive skills before moving on to productive tasks throughout the theme. They are combined in a meaningful and purposeful way and are integrated to support the learning outcomes of the theme. Although they are sequenced from receptive to productive in the teaching-learning practices, they are always used in a closely linked way that means each activity builds on the previous one to promote language development and to increase communicative competence. The theme is characterised by a balanced integration of all the skills, where students engage with input (listening/watching-comprehension and reading-comprehension) and respond through output (speaking-expression and writing-expression) with the help of their vocabulary, grammar and phonological selection and use skills. ENG6.2.L1. PREPARING FOR LISTENING/WATCHING-COMPREHENSION: Having seen a visual about and having guessed the topic of “classroom life” during the background recall session, students can have a vision of the current theme as a general concept in the current (new) theme (D3.2, SELS1.1, V3.1, V3.2,V4.2, LS1, LS4, CS2.11, CS2.16.2). So, a further concept check with listening/watching for gist activities including more guessing games using clues from some pictures, realia, short video clips etc. help them prepare for the current theme (CS2.6, CS2.8). For each theme, a digitally constructed story is used as the main context of the theme, and it is visited several times while going through the theme to cover target pronunciation, vocabulary, grammar, social language expressions, and semantic meaning of the whole theme (CS2.14). It is both an entry material and the main context to the whole theme at the same time. The teacher asks them whether their guesses during the background recall session were correct and also what they think the introductory digital story that they are going to watch could be about (CS2.8). As they have already seen a scene from a film about the theme and the pictures, realia, etc. they can easily answer what the current theme will be about and that their guesses were true (D1.2, D1.6, D2.3, D3.2, SELS1.2, V3.1, V3.2, V3.3, V3.4, V4.2, LS2, LS4, CS2.10, CS2.17). ENG6.2.L2. BRINGING INFORMATION TOGETHER THROUGH LISTENING/WATCHING: The teacher asks the students to watch the introductory digital story carefully, recalling the work done with visuals (the scene from a film, pictures, realia, or video clips about the theme shown earlier) (CS2.11). Students watch the introductory digital story to consolidate the identification of the theme “classroom life” in it as a whole (CS2.13) without stopping the video at any point, so that the students can understand the theme holistically (D3.2, SELS1.1, V3.1, V3.2, V3.3, V3.4, V4.2, LS2, LS4, CS2.14, CS2.16.2). ENG6.2.L3. MAKING MEANING THROUGH LISTENING/WATCHING-COMPREHENSION: To draw students’ attention to the content, some realia brought into the classroom by the teacher could be used (V3.1, V3.2, V4.2). The teacher could show the corresponding objects to the students when the corresponding vocabulary for the main components of the theme “classroom life” is mentioned in the introductory digital story, without stopping the video while the students watch the story (CS2.6). When they have watched the whole story, the teacher could show the realia items on the table and ask questions with two options (CS2.5). As one of the words is from the previous themes, students could hear, understand, recognise and learn the (new) target vocabulary for each main component of the theme easily (CS2.1). In this way, the teacher could engage in a dialogue with the whole class to check that they have recognised the components of the theme, and that they have understood each realia item is about one component (CS2.8). Further activities and games can be played at this stage to reinforce the general meaning of the theme through its main components (D1.1, D2.5, SELS2.1, V3.4, LS1, LS2, LS4). To check whether the students understand the general topic of the theme “classroom life” and remember the sequence of the scenes of the introductory digital story, the teacher shows an organiser with the mixed images/pictures of the scenes on the Smart Board and asks the students to look at the images/pictures of the scenes for a while (CS2.3). She/He then asks them to order the scenes in pairs in their seats with the mixed paper pictures she/he has already given to the students (SELS2.2, V3.4, V4.2, LS1, LS4, LS6). When the pairs have finished sorting the pictures for the scenes of the story, the teacher asks the students to take turns or volunteer to sort the scenes on the screen of the Smart Board (or the pictures on the blackboard) (SELS1.2, CS2.6, CS2.10). This will help the students to organise the story as a whole so that they can identify the main theme and the components of the theme from their memories (D1.2, D1.6, D2.3, V16.3, V20.4, CS2.12). ENG6.2.L4. REFLECTING ON THE LISTENING/ WATCHING PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole listening-watching process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3, V3.4). Some volunteer students express what they think and feel about them (CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS1.2, SELS2.2, V4.2, V4.3,V12.1, LS5, LS6). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V10.3). ENG6.2.P1. RECOGNITION OF TARGET PRONUNCIATION: To practise pronunciation of the new target words, word groups, language chunks, and social language expressions about the theme “classroom life” and the words and/or word groups for the sub-themes “daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”, the teacher asks the students to listen (to)/watch the whole or some extracts from the introductory digital story by noticing how words are pronounced (V3.1, V3.2, V3.3, V4.2,LS4, CS2.6). She/He asks them to repeat the word aloud when she/he stops the video for a word and says it. The teacher then asks the students to listen and repeat the same words aloud a few times as a whole class after listening to the recordings that she/he has prepared beforehand using some Web 2.0 programmes (LS2, CS2.16.3). The teacher could offer variations with some techniques such as showing the picture of the target word to the students to say the word or pointing to the corresponding picture when they hear the word from the recording, and then both (CS2.8). To help the students pronounce the words accurately, the teacher asks them to repeat each target word aloud a few times as a whole class after her/ him or the recording, then in large groups, then in small groups and then again as volunteers (D3.2, D3.6, SELS1.2, SELS2.1, V4.2, V20.4, LS1, CS2.14). SELECTION AND USE OF TARGET PRONUNCIATION: Practice of pronunciation could be done with different forms of TPR, gamification and drama activities, e.g. first the teacher says the target words/word groups for the sub-themes “daily and study routines; learning activities in the classroom;cardinal numbers 100-500; ordinal numbers 1-50”, the students listen (CS2.9); then the teacher says the target words/word groups and acts them out, the students repeat after her/him (SELS2.1, CS2.14). Then the teacher and the students say the target words/word groups and act them out together at the same time. Then the teacher says the words/ word groups and acts them out. These activities can be done through the actions for the sub-themes (D2.3, D2.5,V3.1, V3.2, V3.3, V4.2). As a variation, they can also repeat the words after the teacher happily, sadly, angrily, etc. using different tones of voice (SELS2.3, CS2.8, CS2.11). They also practise for the target social language chunks using the same or similar techniques. During the repetitions, they point to relevant pictures that the teacher has placed in different places in the classroom (CS2.12). Some action sequences are also created in which the students can practise the social language in a fun way by repeating, pointing, miming, and acting out in several games (SELS2.1, V7.2, LS5, LS6, LS9). The teacher facilitates some activities with dialogues and games in which students can practice the target pronunciation by selecting and using them accurately, naturally, and authentically (CS3.1). Several fun pronunciation games could be played, such as shadow reading, bingo, odd one out, pronunciation maze, minimal pairs, rhyming games, and several sound drills (SELS2.2). The target sounds such as vowels, consonants, and diphthongs of the theme are practised through them (CS2.13). Their learning is evaluated as described in items (1) and (2) in the section 1.2. Principles for the Implementation of the English Curriculum (D1.2, D1.6, D2.5, V3.4, LS1, LS2, LS4). ENG6.2.R1. PREPARATION FOR THE READING-COMPREHENSION PROCESS: The teacher facilitates reading and writing 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. Reading is done in two ways in the theme by using the written version of the introductory digital story and additional reading texts in reading sections of the instructional material to be used (V3.2, LS2, LS4). Various reading styles including silent reading, speed reading, jigsaw reading and basic reading techniques including skimming, scanning, and reading for details during pre-reading, while-reading and post-reading phases are used in the theme (V3.4, LS1, CS2.3, CS2.6). The ultimate aim of reading practice is to enhance comprehension, improve fluency, develop pre-critical thinking skills and critical thinking skills and the ability to comprehend and talk/write about the content in a meaningful and communicative way (V3.3, V7.2, LS5, CS3.3). For the initial stage of reading, the teacher asks the students to look at the audio/visual/written elements (e.g. sound, voices, scenes, title of the text, written words) surrounding the written version of the contextual introductory story or a new text in the reading section of the instructional material to be used for skimming to recall the conceptual meanings they already have about the theme (CS2.8). At this stage, the teacher could ask the students to read the title of the theme and ask the students which words they already know, and which come to mind in connection with the title (SELS1.1, CS2.16.2). She/He reminds them not to ask the meanings of any new words or the words they do not know. She/He reminds them that this is just a guessing activity by using the words they know and that there is time to work on the new words of the new theme later (D3.2, D3.6, V3.4, CS2.10, CS2.12). ENG6.2.R2. BRINGING INFORMATION TOGETHER THROUGH READING: Students go on with a scanning activity to find out the most important details of the introductory digital story and/or a new text in the reading section which is organised to help students to know more about the reading content (CS2.6, CS2.7). In this way they could be able to recognise the main components of the theme that take place in the story/text. Students circle or tick the ones that they have heard, seen and scanned (quickly read) in the story (CS2.4). By doing so, they will be able to understand the story/text in general using the main elements (D3.2, D3.6, V3.3, V3.4, LS1). ENG6.2.R3. MAKING MEANING THROUGH READING: Then the teacher asks the students to do a jigsaw reading activity, so she/he shows the written version of the introductory digital story or the text in the reading section on the blackboard/Smart Board (or in any other teaching material). She/He asks the students to work in pairs to share the text (SELS2.2). One peer reads the first half of the text and the second peer reads the other half of the text in a given time (CS2.6). They are then asked to share what they have understood from their part with their peer, also in a given time. In this way, they talk about the whole story after reading it silently, in the jigsaw reading style (D2.4, D3.6, V3.4, V4.2, V16.2, LS1, LS6,CS2.8, CS2.9). Some speed-reading activities can be used to develop students’ reading and comprehension skills. These activities can be evaluated as explained in the item (6) in the section 1.2. Principles for the Implementation of the English Curriculum. After sharing their parts, students proceed with the activities for dealing with the target vocabulary, grammatical chunks, and semantic meaning relatively with the help of the teacher (CS2.14). For dealing with the semantic meaning, the teacher facilitates the lesson with meaningful activities including closed, semi-closed, free, open-ended, and communicative ones (SELS2.1). From display to communicative open-ended, various types of questions are used to understand the meaning of the text (SELS3.1, SELS3.2, CS2.6). During this process students work collaboratively to exchange information, thoughts, and feelings (D3.2, D3.7, V3.3, V7.2, V20.2, LS2, LS4, CS2.8). ENG6.2.R4. REFLECTING ON THE READING-COMPREHENSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole reading-comprehension process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3). Some volunteer students express what they think and feel about them (CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (D 2.3, D3.5, V4.2, V6.2, V10.3, V12.1, LS1, LS6). ENG6.2.V1. PREPARATION TO WORK ON THE TARGET VOCABULARY: At this stage, students remember what the theme is about through the activities that they have done during the background knowledge, pre-listening/ watching, and pre-reading sessions (SELS1.1). As they know the main topic, they get ready to deal with the main components and target vocabulary of the theme (V3.2, LS1). RECOGNITION OF THE TARGET VOCABULARY: A scanning activity to find out the main details of the introductory digital story (and/or a new text in the reading section) is organised to help students to know more about the content. This could help them identify what the target words in the text could be about. The activity could be designed by listing some important pictures, words or events about the main components of the theme that take place in the story/text. Students circle or tick the ones that they have heard, seen and scanned (quickly read) in the story. In this way, they will be able to understand the story/text in general by using the main elements and also be ready to work on the target vocabulary items (D3.2, D3.6, LS1, LS2, LS4, LS5, CS2.4, CS2.6, CS2.7). Then the students read the written version of the digital story again silently, (or the reading text in the reading section), to check whether they know any of the target vocabulary items about the theme (V3.1, V3.2, V4.2, CS2.8). They underline the words whose meaning they do not know while reading silently (CS2.17). Students say these words when they finish reading and the teacher writes these words on the Smart Board/blackboard/ white board as they say them. The teacher writes only the target words on the Smart Board/blackboard as active words that the students have said. She/He quickly deals with the non-target passive vocabulary items by using pictures, mimics, gestures, imitations, examples, etc. But she/he takes time to facilitate the teaching of the target words (D1.2, D1.6, D3.2, V3.3, V3.4, LS2, LS4,CS2.4, CS2.5, CS2.7). To introduce and practise the meanings of the target vocabulary related to the theme, that the students do not know, the teacher asks the students to watch the introductory digital story (or the video of the reading text if there is one) again. From the beginning, whenever a target item is mentioned, the teacher stops the video and asks several questions in the form of two options, one of which is a word from the previous themes that they already know (V3.1, V3.2, V4.2, CS2.16.1, CS2.6). By guessing what they are, the students hear the English equivalents of the words for the theme and they answer as a whole class in chorus. In this way, they are introduced to the meanings of the target words (D1.2, D1.6,D3.7, CS2.10). This is conducted in the form of a dialogue where their learning can be checked as described in items (SELS2.1) (7), (8), and (9) in the section 1.2. Principles for the Implementation of the English Curriculum (V3.1, V3.2, V3.3, V3.4, V4.2, LS1, LS2, LS4). After having watched the introductory digital story, the teacher shows some pictures for the sub-themes, on the walls as clues and says the words aloud several times in sentences by pointing to the pictures and the students repeat after her/him (D2.3, V3.1, V3.2, CS2.6, CS2.11). In this way, the main vocabulary items of the theme are introduced to the students in English (3) in the section 1.2. Principles for the Implementation of the English Curriculum (V3.1, V3.2, V4.2). SELECTION AND USE OF TARGET VOCABULARY: The teacher can prepare an activity using the Web 2.0 programme with images/pictures, and symbolic images for some categories about the components of the theme “classroom life”. She/He also prepares mixed images/pictures for target vocabulary items for the activities which can be done in relation to the components. She/He asks the students to look at the mixed pile of images/pictures of the main components of the theme on the Smart Board screen and scan them for a while to remember them (V3.1, V3.2, V4.2 CS2.4). She/He explains to the students that the items will be placed under the correct category, but first she/he gives the students the cut-out pictures of the activities and a large sheet of paper with the categories written on it and the cut-out pictures will be placed under each category correctly (V3.3, L2, LS4, CS2.5). The teacher asks them to work in pairs and place the cut-out pictures in the right category and ask each other some questions about the theme (D3.2, D3.8, SELS2.2, V3.1, V3.2, V4.2). When the students have finished working with the cut-out pictures and asking and answering questions about them, the teacher asks them to take turns or volunteer to go to the Smart Board and drag the corresponding images/pictures under the right category on the screen (SELS1.2, V3.4, V20.4, LS1, LS4, CS2.5). In this way, images/pictures that are relevant to the main concept and its components are consolidated through categorisation. This activity can be done with real pictures on the white/blackboard if there is a problem with technology. The teacher asks the students to copy the words next to the pictures they have pasted or drawn in their picture dictionaries and then asks them to exchange their picture dictionaries with their peers and check each other’s spelling (D3.2, SELS1.2, SELS2.2, V4.2, V4.3, V6.2, LS9). To consolidate the meaning, selection, and use of the new target vocabulary items, the teacher could organise activities and tasks using pictures, flashcards, sounds, realia, and any other materials to play games such as Bingo, Pelmanism, King’s game, Odd One out, Wordscapes, Scrabble, Pictionary, Letter Scramble, Acronyms, Charades etc. Games could be adapted according to the teacher’s objectives (pronunciation, spelling, meaning, selection, use etc.), age, interests and language level of the students (CS2.13). Students can be asked to create their own games to use the target vocabulary items in context (D2.5, D.3.3, SELS3.1, SELS3.2, V3.1, V3.2, V4.2, V4.4, V7.2, LS9, CS2.20) Students’ learning can be checked as described in items (3), and (4) in the section 1.2. Principles for the Implementation of the English Curriculum. ENG6.2.G1 RECOGNITION OF TARGET GRAMMATICAL ITEMS: To draw the students’ attention to the target language chunks of the theme “classroom life”, the introductory digital story or an extract from it played so that the students can notice the target language chunks (D3.2, CS2.2). While watching the introductory digital story, the teacher stops at the scenes where the target language chunks are used. She/He imitates the action by showing the scene, saying the chunk, and asking the students to do the same (V3.2, LS2, CS2.14). She could hold up large pictures corresponding to the chunks when they are mentioned in the digital story to draw the students’ attention. The sentences with the target chunks are also written and placed on the Smart Board/ blackboard/ whiteboard. The teacher also points to these sentences while pointing to the scenes in the story where they appear. There is no analysis or teaching of grammatical structures at this stage. Students can automatically and naturally identify the use of the target language chunks in the current context created in the introductory digital story without working on any rules or structures (SELS3.1, V3.4, LS1, LS4, CS2.3, CS2.4, CS2.16.2). To check the students’ identification of the target language chunks, after the students have finished watching the introductory digital story, the teacher asks them to read the sentences with the target language chunks written by the teacher on the Smart Board /blackboard/whiteboard and asks them to find the same or similar sentences in the written version of the introductory digital story or another text that is shown on the Smart Board (D3.2, SELS3.2, V3.3). She/He also asks them to find the same or similar sentences with these chunks which are given in different types of tables prepared by the teacher (CS2.7). These tables do not include any explanations of grammatical rules, explanations, or formulas, and they only contain example sentences with target chunks in which important words with the target grammar are written in bold or different colours to attract students’ attention. The teacher asks them to look at the words in bold or in different colours and asks students to examine them (CS2.9). Then the teacher asks the students to copy these sentences with target chunks written in bold or different colours into their notebooks. The teacher asks the students to make very similar sentences using the target words and asks them to share their sentences with each other in pairs, and then with the class (SELS2.2, SELS3.2, D3.2, V4.2, CS2.13,CS2.14, CS2.16.1, CS2.16.2). Both the teacher and the class members give feedback to the students as they say their sentences (CS2.19). The teacher gives all students a checklist with simple symbols to evaluate each other’s work as explained in the items (5) and (6) in the section 1.2. Principles for the Implementation of the English Curriculum (V4.3, V6.2, V10.3, LS6). SELECTION AND USE OF THE TARGET GRAMMAR: To facilitate students’ further practice with the target language chunks in the theme, the teacher shows some other sentences with these chunks in another context such as a short story, a short paragraph, and a short dialogue etc. and asks students to find the sentences with the target chunks in them and asks if they understand them (SELS3.2, V3.1, V3.2,V3.3, V4.2, CS2.4, CS2.6, CS2.8). She/He gives some written activities and exercises to practise the target chunks in context. She/He also facilitates more fun activities and as described in items (5), (8), (9), and (10) in the section 1.2. Principles for the Implementation of the English Curriculum. To consolidate the target language chunks, the teacher organises different fun activity and game bundles that the students can practise and consolidate them (CS2.13) where their learning can be checked as described in item (10) in the section 1.2. Principles for the Implementation of the English Curriculum (D2.5, V4.4). ENG6.2.W1. PREPARATION FOR THE WRITING-EXPRESSION SESSION: Practising through writing: Writing activities help students to produce and display meaningful written language for their personal expression and communication with others, by using language including target words, grammatical structures in use and the social language in this theme, as in other themes (V3.1, V3.2,V4.2). ENG6.2.W2. RECOGNISING THE MODEL: Initially, students produce very limited and short pieces of writing such as sentences to practise the language including the target vocabulary and grammatical structures, after hearing and seeing them through listening and reading activities in the theme “classroom life”. They practise the language in a more controlled way in the beginning, by writing to repeat or simply exp lain what they hear and see in context and what they are asked to do. They are provided a written model/example to copy to be able to notice significant points and elements in it (SELS3.1). While copying a short model writing, they become aware of the aspects such as the use of words, language chunks, punctuation, spelling and so on (D3.1, V3.4, LS1, CS2.4, CS2.16.3). ENG6.2.W3. CREATING THE WRITING CONTENT: Controlled writing of words and sentences turns to short paragraphs in a process writing manner with the support of the teacher’s feedback in the theme. This process is expanded and supported by several practical 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 (D1.3, D3.1, SELS3.2,V3.4, V4.4, V7.2, LS2, LS4, LS9, CS2.20). ENG6.2.W4. CONSTRUCTING AND PRACTISING WRITING: Storification and gamification techniques are actively and extensively used for further writing practice tasks. Students are encouraged to produce a variety of written products such as sentences, acronyms, paragraphs, messages, posters, e-mails, quotes, poems, songs, projects, scripts for plays, diaries/journals, blogs, very short film scenarios, etc. to express their ideas, thoughts, and feelings (D2.5, D3.3, SELS3.2, CS2.13). All the content is expected to be contextual, practical, authentic, real, and appropriate to the students’ interests and language level (V3.4, V7.2, V12.1, LS1, LS4, LS9). ENG6.2.W5. RECONSTRUCTING AND COMMUNICATING THROUGH WRITING: Students interact and communicate with peers and/or other people inside or outside school by using the language including the target words, language chunks, and the social language for the theme in their writing (SELS2.2, SELS2.3, V3.1,V3.2, V3.4, V4.2, LS9, 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 at school and at home in a variety of ways (D3.3, SELS3.2, SELS3.3,V7.2, LS2, CS2.20). These activities are evaluated as described in items (11) and (12) in the section 1.2. Principles for the Implementation of the English Curriculum. ENG6.2.W6. REFLECTING ON THE WRITING-EXPRESSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole writing-expression process and asks them to express their thoughts, ideas, and feelings about the process. Some volunteer students express what they think and feel about them (D1.5, SELS1.3, CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V4.3, V6.2, V10.3, V20.4, LS1, LS6). ENG6.2.S1. PREPARATION FOR SPEAKING: The teacher facilitates speaking activities throughout the theme from the first lesson to the end. Speaking activities enhance students’ learning and help them produce and display meaningful language for personal expression and communication with others by using the language including the target words, grammatical structures in use and the social language expressions of the theme (V3.1, V3.2, V3.4). ENG6.2.S2 RECOGNISING AND USING THE MODEL: In the beginning, through listening/watching and reading, students recognise how the language with the target language items is used (CS2.6). They practise the language in a controlled way, by telling, repeating, explaining what they hear and see in the context (D1.3, D3.2, SELS3.1, V3.3, LS1, LS2, LS4, CS2.4). ENG6.2.S3 CONSTRUCTING SPOKEN CONTENT: In the later stages of the lessons after controlled practice sessions, the teacher creates new contexts in the form of new written/photo-picture strip/pantomime/video stories, dialogues etc. as new opportunities for the students to talk about them for practising further through questions, explanations, inferences etc. (D1.3, SELS3.2, V3.4, V4.2, V7.2, V12.1, LS1, LS4, LS9, CS2.13). ENG6.2.S4. CONSTRUCTING SPOKEN MATERIALS: Students are encouraged to produce several spoken products related to the extended contexts such as dialogues, speeches, presentations, short texts etc. to interact with peers and/or other people in or outside the school by using the language including the target words, language grammar in use, and the social language for the theme (SELS2.2,SELS3.2, V3.1, V3.2, V4.2, CS2.20). AIbased technologies can be used for various activities, giving students access to authentic materials. They can also produce digital materials and projects at school and at home through recordings (D1.2, D1.6, D3.3, V7.2,LS2, LS9, CS2.20). ENG6.2.S5. RECONSTRUCTING AND COMMUNICATING THROUGH SPEAKING: Students communicate with each other by seeing/hearing/reading/using the language including the target words and grammatical structures related to the theme “classroom life” in fun, enjoyable, varied, and versatile activities (SELS2.3, CS2.20). Picture strip stories can be used at the end of each theme to provide a consolidation and revision (V3.4, V4.2, V12.1, LS1, LS4, LS9, CS2.13, CS2.14). These new contents created are contextual, practical, authentic, real, and appropriate to the students’ age, interests, and language level. Storification and gamification techniques are actively and extensively used together with other further speaking practice throughout the theme. Students are encouraged to produce several spoken products related to the extended contexts such as dialogues, speeches, presentations, short texts etc. to interact and to communicate with peers and/or other people in or outside the school by using the language including the target words, language grammar in use, and the social language for the theme and its components such as “daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” (V3.1, V3.2, V3.4, V4.2, LS4, CS3.1, 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 at school and at home through recordings (D2.5, D3.3, SELS3.3, V7.2, LS2, CS2.20). These are evaluated as described in items (7), (8), (9), and (10) in the section 1.2. Principles for the Implementation of the English Curriculum. Then they can expand their language use and practise by communicating with others. ENG6.2.S6. REFLECTING ON THE SPEAKING-EXPRESSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole speaking-expression process and asks them to express their thoughts, ideas, and feelings about the process. Some volunteer students express what they think and feel about them (SELS1.3, CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V4.3, V6.2, V10.3, V20.4, LS1, LS6).

Objective: To practise actions happening at present in English by creating a short, imaginative story based on a given scenario. Activity 1: Scene Creators The teacher divides the class into pairs or small groups of 3-4 students and gives each group a set of “What’s Happening Right Now” scenario cards (e.g., “You are at a circus”, “You are in a shopping centre”, “You are at a birthday party”). Each group chooses a scenario card and discusses the actions happening in that scene. Each group works together to list the actions happening in their scenario in a specific and imaginative way (e.g., “People are swimming”, “A dog is barking”, “The sun is shining”). Once they have their list, they combine the actions into a cohesive short story, creating a narrative that describes what’s happening in the scene in real-time. The teacher encourages students to think about the setting, the characters involved, and how they can create a detailed and engaging story using the target grammar. For example: “At the beach, people are playing volleyball. Some children are building sandcastles, and a man is selling ice cream. A family is sitting on a blanket and having a picnic”. Students share their stories with the rest of the class, reading them aloud or presenting them as a group. After each group shares their story, the teacher provides feedback on language use and focuses on how well students have applied the target grammar and any common errors. Students reflect on their thoughts and feelings about the activity.

Objective: To practise actions happening at present in English by creating a short, imaginative dialogue between two friends based on a given scenario. Activity 1: Scene Creators The teacher divides the class into pairs or small groups of 3-4 students and gives each group a set of “What’s Happening Right Now” scenario cards (e.g., “You are at a circus”, “You are in a shopping centre”, “You are at a birthday party”). Each group chooses a scenario card and discusses the actions happening in that scene. Each group works together to create a dialogue between two characters in the scene (e.g., two friends at the zoo). Students read their dialogue aloud to the rest of the class. After each group shares their dialogue, the teacher provides feedback on language use and focuses on how well students have applied the target grammar and any common errors. Students reflect on their thoughts and feelings about the activity.

Students can recall the current (theme) concept of “personal life” and its components such as “body parts, physical appearance and clothes; personality and character” 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 current theme in English without translating anything until they start learning the target words in the current (new) concept in English. To remind them of the pre-existing background knowledge they already have about the current concept, various materials such as short scene from a film, series, a part from a story, a poster etc. which is appropriate to the age, level, and pedagogy could be used before the main teaching/learning flow of the class begins. They would give a general idea of the theme. Students are facilitated with the relevant materials through various activities. When they have finished working on it, the teacher asks them in English if they understood what it was about. For checking their understanding, she can design several activities. For instance, they can write a related word that they know in English on a piece of paper and put it in the jar/box that she/he has prepared. Alternative ways can be tried. The teacher asks them to 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. Learning-Teaching Practices WARM-UP TO THE WHOLE THEME (WELL-BEING) Before starting to work on the theme “personal life” 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. 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/cartoon story, etc. that has no relation or connection to the current theme and does not require any knowledge of English (D2.5, SELS2.1, V12.1, LS2, LS4). INTEGRATION OF LANGUAGE SKILLS IN THE THEME All language skills (listening/watching-comprehension, reading-comprehension, speaking-expression, writing-expression, vocabulary selection and use, grammar selection and use, pronunciation selection and use) are used in an integrated way around “personal life” and sub-themes “body parts, physical appearance and clothes; personality and character”, allowing students to build background knowledge through receptive skills before moving on to productive tasks throughout the theme. They are combined in a meaningful and purposeful way and are integrated to support the learning outcomes of the theme. Although they are sequenced from receptive to productive in the teaching-learning practices, they are always used in a closely linked way that means each activity builds on the previous one to promote language development and to increase communicative competence. The theme is characterised by a balanced integration of all the skills, where students engage with input (listening/watching-comprehension and reading-comprehension) and respond through output (speaking-expression and writing-expression) with the help of their vocabulary, grammar and phonological selection and use skills. ENG6.3.L1. PREPARING FOR LISTENING/WATCHING-COMPREHENSION: Having seen a visual about and having guessed the topic of “personal life” during the background recall session, students can have a vision of the current theme as a general concept in the current (new) theme (D3.2, SELS1.1, V3.2, V10.1, V14.2, V15.2, V16.1, LS1, LS4,CS2.11, CS2.16.2). So, a further concept check with listening/watching for gist activities including more guessing games using clues from some pictures, realia, short video clips etc. help them prepare for the current theme (CS2.6, CS2.8). For each theme, a digitally constructed story is used as the main context of the theme, and it is visited several times while going through the theme to cover target pronunciation, vocabulary, grammar, social language expressions, and semantic meaning of the whole theme (CS2.14). It is both an entry material and the main context to the whole theme at the same time. The teacher asks them whether their guesses during the background recall session were correct and also what they think the introductory digital story that they are going to watch could be about (CS2.8). As they have already seen a scene from a film about the theme and the pictures, realia, etc. they can easily answer what the current theme will be about and that their guesses were true (D1.2, D1.6, D2.3, D3.2, SELS1.2, V3.3, V3.4, V10.1,V14.2, V15.2, V16.1, LS2, LS4, CS2.10, CS2.17). ENG6.3.L2. BRINGING INFORMATION TOGETHER THROUGH LISTENING/WATCHING: The teacher asks the students to watch the introductory digital story carefully, recalling the work done with visuals (the scene from a film, pictures, realia, or video clips about the theme shown earlier) (CS2.11). Students watch the introductory digital story to consolidate the identification of the “personal life” in it as a whole (CS2.13) without stopping the video at any point, so that the students can understand the theme holistically (D3.2, SELS1.1, V3.3, V3.4, V10.1, V14.2, V15.2, V16.1, LS2, LS4, CS2.14, CS2.16.2). ENG6.3.L3. MAKING MEANING THROUGH LISTENING/WATCHING-COMPREHENSION: To draw students’ attention to the content, some realia brought into the classroom by the teacher could be used (V10.1, V14.2, V15.2, V16.1). The teacher could show the corresponding objects to the students when the corresponding vocabulary for the main components of the theme “personal life” is mentioned in the introductory digital story, without stopping the video while the students watch the story (CS2.6). When they have watched the whole story, the teacher could show the realia items on the table and ask questions with two options (CS2.5). As one of the words is from the previous themes, students could hear, understand, recognise and learn the (new) target vocabulary for each main component of the theme easily (CS2.1). In this way, the teacher could engage in a dialogue with the whole class to check that they have recognised the components of the theme, and that they have understood each realia item is about one component (CS2.8). Further activities and games can be played at this stage to reinforce the general meaning of the theme through its main components (D1.1, D2.5, SELS2.1, V3.4, LS1, LS2, LS4). To check whether the students understand the general topic of the theme “personal life” and remember the sequence of the scenes of the introductory digital story, the teacher shows an organiser with the mixed images/pictures of the scenes on the Smart Board and asks the students to look at the images/pictures of the scenes for a while (CS2.3). She/He then asks them to order the scenes in pairs in their seats with the mixed paper pictures she/he has already given to the students (SELS2.2, V3.4, V4.2, LS1, LS4, LS6). When the pairs have finished sorting the pictures for the scenes of the story, the teacher asks the students to take turns or volunteer to sort the scenes on the screen of the Smart Board (or the pictures on the blackboard) (SELS1.2, CS2.6, CS2.10). This will help the students to organise the story as a whole so that they can identify the main theme and the components of the theme from their memories (D1.2, D1.6, D2.3, V16.3, V20.4, CS2.12). ENG6.3.L4. REFLECTING ON THE LISTENING/ WATCHING PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole listening-watching process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3, V3.4). Some volunteer students express what they think and feel about them (CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS1.2, SELS2.2, V4.2, V4.3,V12.1, LS5, LS6). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V10.3). ENG6.3.P1. RECOGNITION OF TARGET PRONUNCIATION: To practise pronunciation of the new target words, word groups, language chunks, and social language expressions about the theme “personal life” and the words and/or word groups for the sub-themes “body parts, physical appearance and clothes; personality and character”,the teacher asks the students to listen (to)/watch the whole or some extracts from the introductory digital story by noticing how words are pronounced (V3.3, V10.1, V14.2, V15.2, V16.1 LS4, CS2.6). She/He asks them to repeat the word aloud when she/he stops the video for a word and says it. The teacher then asks the students to listen and repeat the same words aloud a few times as a whole class after listening to the recordings that she/he has prepared beforehand using some Web 2.0 programmes (LS2, CS2.16.3). The teacher could offer variations with some techniques such as showing the picture of the target word to the students to say the word or pointing to the corresponding picture when they hear the word from the recording, and then both (CS2.8). To help the students pronounce the words accurately, the teacher asks them to repeat each target word aloud a few times as a whole class after her/him or the recording, then in large groups, then in small groups and then again as volunteers (D3.2, D3.6, SELS1.2, SELS2.1, V4.2, V20.4, LS1, CS2.14). SELECTION AND USE OF TARGET PRONUNCIATION: Practice of pronunciation could be done with different forms of TPR, gamification and drama activities, e.g. first the teacher says the target words/word groups for the sub-themes “body parts, physical appearance and clothes; personality and character”, the students listen (CS2.9); then the teacher says the target words/word groups and acts them out, the students repeat after her/him (SELS2.1, CS2.14). Then the teacher and the students say the target words/word groups and act them out together at the same time. Then the teacher says the words/word groups and acts them out. These activities can be done through the actions for the sub-themes (D2.3, D2.5, V3.3, V10.1, V14.2, V15.2, V16.1). As a variation, they can also repeat the words after the teacher happily, sadly, angrily, etc. using different tones of voice (SELS2.3, CS2.8, CS2.11). They also practise for the target social language chunks using the same or similar techniques. During the repetitions, they point to relevant pictures that the teacher has placed in different places in the classroom (CS2.12). Some action sequences are also created in which the students can practise the social language in a fun way by repeating, pointing, miming, and acting out in several games (SELS2.1, V7.2, LS5, LS6, LS9). The teacher facilitates some activities with dialogues and games in which students can practice the target pronunciation by selecting and using them accurately, naturally, and authentically (CS3.1). Several fun pronunciation games could be played, such as shadow reading, bingo, odd one out, pronunciation maze, minimal pairs, rhyming games, and several sound drills (SELS2.2). The target sounds such as vowels, consonants, and diphthongs of the theme are practised through them (CS2.13). Their learning is evaluated as described in items (1) and (2) in the section 1.2. Principles for the Implementation of the English Curriculum. (D1.2, D1.6, D2.5, V3.4, LS1, LS2, LS4). ENG6.3.R1 PREPARATION FOR THE READING-COMPREHENSION PROCESS: The teacher facilitates reading and writing 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. Reading is done in two ways in the theme by using the written version of the introductory digital story and additional reading texts in reading sections of the instructional material to be used (V3.2, LS2, LS4). Various reading styles including silent reading, speed reading, jigsaw reading and basic reading techniques including skimming, scanning, and reading for details during pre-reading, while-reading and post-reading phases are used in the theme (V3.4, LS1, CS2.3, CS2.6). The ultimate aim of reading practice is to enhance comprehension, improve fluency, develop pre-critical thinking skills and critical thinking skills and the ability to comprehend and talk/write about the content in a meaningful and communicative way (V3.3, V7.2, LS5, CS3.3). For the initial stage of reading, the teacher asks the students to look at the audio/visual/written elements (e.g. sound, voices, scenes, title of the text, written words) surrounding the written version of the contextual introductory story or a new text in the reading section of the instructional material to be used for skimming to recall the conceptual meanings they already have about the theme (CS2.8). At this stage, the teacher could ask the students to read the title of the theme and ask the students which words they already know, and which come to mind in connection with the title (SELS1.1, CS2.16.2). She/He reminds them not to ask the meanings of any new words or the words they do not know. She/He reminds them that this is just a guessing activity by using the words they know and that there is time to work on the new words of the new theme later (D3.2, D3.6, V3.4, CS2.10, CS2.12). ENG6.3.R2 BRINGING INFORMATION TOGETHER THROUGH READING: Students go on with a scanning activity to find out the most important details of the introductory digital story and/or a new text in the reading section which is organised to help students to know more about the reading content (CS2.6, CS2.7). In this way they could be able to recognise the main components of the theme that take place in the story/text. Students circle or tick the ones that they have heard, seen and scanned (quickly read) in the story (CS2.4). By doing so, they will be able to understand the story/text in general using the main elements (D3.2, D3.6, V3.3, V3.4, LS1). ENG6.3.R3. MAKING MEANING THROUGH READING: Then the teacher asks the students to do a jigsaw reading activity, so she/he shows the written version of the introductory digital story or the text in the reading section on the blackboard/Smart Board (or in any other teaching material). She/He asks the students to work in pairs to share the text (SELS2.2). One peer reads the first half of the text and the second peer reads the other half of the text in a given time (CS2.6). They are then asked to share what they have understood from their part with their peer, also in a given time. In this way, they talk about the whole story after reading it silently, in the jigsaw reading style (D2.4, D3.6, V3.4, V4.2, V16.2, LS1, LS6,CS2.8, CS2.9). Some speed-reading activities can be used to develop students’ reading and comprehension skills. These activities can be evaluated as explained in the item (6) in the section 1.2. Principles for the Implementation of the English Curriculum. After sharing their parts, students proceed with the activities for dealing with the target vocabulary, grammatical chunks, and semantic meaning relatively with the help of the teacher (CS2.14). For dealing with the semantic meaning, the teacher facilitates the lesson with meaningful activities including closed, semi-closed, free, open- ended, and communicative ones (SELS2.1). From display to communicative open-ended, various types of questions are used to understand the meaning of the text (SELS3.1, SELS3.2, CS2.6). During this process students work collaboratively to exchange information, thoughts, and feelings (D3.2, D3.7, V3.3, V7.2, V20.2, LS2, LS4, CS2.8). ENG6.3.R4. REFLECTING ON THE READING-COMPREHENSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole reading-comprehension process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3). Some volunteer students express what they think and feel about them (CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (D2.3, D3.5, V4.2, V6.2, V10.3, V12.1, LS1, LS6). ENG6.3.V1. PREPARATION TO WORK ON THE TARGET VOCABULARY: At this stage, students remember what the theme is about through the activities that they have done during the background knowledge, pre-listening/ watching, and pre-reading sessions (SELS1.1). As they know the main topic, they get ready to deal with the main components and target vocabulary of the theme (V3.2, LS1). RECOGNITION OF THE TARGET VOCABULARY: A scanning activity to find out the main details of the introductory digital story (and/or a new text in the reading section) is organised to help students to know more about the content. This could help them identify what the target words in the text could be about. The activity could be designed by listing some important pictures, words or events about the main components of the theme that take place in the story/text. Students circle or tick the ones that they have heard, seen and scanned (quickly read) in the story. In this way, they will be able to understand the story/text in general by using the main elements and also be ready to work on the target vocabulary items (D3.2, D3.6, LS1, LS2, LS4, LS5, CS2.4, CS2.6, CS2.7). Then the students read the written version of the digital story again silently, (or the reading text in the reading section), to check whether they know any of the target vocabulary items about the theme (V10.1, V14.2, V15.2, V16.1, CS2.8). They underline the words whose meaning they do not know while reading silently (CS2.17). Students say these words when they finish reading and the teacher writes these words on the Smart Board/blackboard/ white board as they say them. The teacher writes only the target words on the Smart Board/blackboard as active words that the students have said. She/He quickly deals with the non-target passive vocabulary items by using pictures, mimics, gestures, imitations, examples, etc. But she/he takes time to facilitate the teaching of the target words (D1.2, D1.6, D3.2, V3.3, V3.4, LS2, LS4 ,CS2.4, CS2.5, CS2.7). To introduce and practise the meanings of the target vocabulary related to the theme, that the students do not know, the teacher asks the students to watch the introductory digital story (or the video of the reading text if there is one) again. From the beginning, whenever a target item is mentioned, the teacher stops the video and asks several questions in the form of two options, one of which is a word from the previous themes that they already know (V10.1, V14.2, V15.2, V16.1, CS2.16.1, CS2.6). By guessing what they are, the students hear the English equivalents of the words for the theme and they answer as a whole class in chorus. In this way, they are introduced to the meanings of the target words (D1.2, D1.6,D3.7, CS2.10). This is conducted in the form of a dialogue where their learning can be checked as described in items (SELS2.1) (7), (8), and (9) in the section 1.2. Principles for the Implementation of the English Curriculum. (V3.3, V3.4, V10.1, V14.2, V15.2, V16.1, LS1,LS2, LS4). After having watched the introductory digital story, the teacher shows some pictures for the sub-themes, on the walls as clues and says the words aloud several times in sentences by pointing to the pictures and the students repeat after her/him (D2.3, V10.1,V14.2, V15.2, V16.1, CS2.6, CS2.11). In this way, the main vocabulary items of the theme are introduced to the students in English as described in item (3) in the section 1.2. Principles for the Implementation of the English Curriculum (V10.1, V14.2, V15.2, V16.1). SELECTION AND USE OF TARGET VOCABULARY: The teacher can prepare an activity using the Web 2.0 programme with images/pictures, and symbolic images for some categories about the components of the theme “personal life”. She/He also prepares mixed images/pictures for target vocabulary items for the activities which can be done in relation to the components. She/He asks the students to look at the mixed pile of images/pictures of the main components of the theme on the Smart Board screen and scan them for a while to remember them (V10.1, V14.2, V15.2, V16.1, CS2.4). She/He explains to the students that the items will be placed under the correct category, but first she/he gives the students the cut-out pictures of the activities and a large sheet of paper with the categories written on it and the cut-out pictures will be placed under each category correctly (V3.3, L2, LS4, CS2.5). The teacher asks them to work in pairs and place the cut-out pictures in the right category and ask each other some questions about the theme (D3.2, D3.8,SELS2.2, V10.1, V14.2, V15.2, V16.1). When the students have finished working with the cut-out pictures and asking and answering questions about them, the teacher asks them to take turns or volunteer to go to the Smart Board and drag the corresponding images/pictures under the right category on the screen (SELS1.2, V3.4, V20.4, LS1, LS4, CS2.5). In this way, images/pictures that are relevant to the main concept and its components are consolidated through categorisation. This activity can be done with real pictures on the white/blackboard if there is a problem with technology. The teacher asks the students to copy the words next to the pictures they have pasted or drawn in their picture dictionaries and then asks them to exchange their picture dictionaries with their peers and check each other’s spelling (D3.2, SELS1.2, SELS2.2, V4.2, V4.3, V6.2, LS9). To consolidate the meaning, selection, and use of the new target vocabulary items, the teacher could organise activities and tasks using pictures, flashcards, sounds, realia, and any other materials to play games such as Bingo, Pelmanism, King’s game, Odd One out, Wordscapes, Scrabble, Pictionary, Letter Scramble, Acronyms, Charades etc. Games could be adapted according to the teacher’s objectives (pronunciation, spelling, meaning, selection, use etc.), age, interests and language level of the students (CS2.13). Students can be asked to create their own games to use the target vocabulary items in context (D2.5, D.3.3, SELS3.1, SELS3.2, V4.2, V4.4, V7.2, V10.1, V14.2, V15.2, V16.1, LS9, CS2.20). Students’ learning can be checked as described in items (3), and (4) in the section 1.2. Principles for the Implementation of the English Curriculum. ENG6.3.G1 RECOGNITION OF TARGET GRAMMATICAL ITEMS: To draw the students’ attention to the target language chunks of the theme “personal life”, the introductory digital story or an extract from it played so that the students can notice the target language chunks (D3.2, CS2.2). While watching the introductory digital story, the teacher stops at the scenes where the target language chunks are used. She/He imitates the action by showing the scene, saying the chunk, and asking the students to do the same (V3.2, LS2, CS2.14). She could hold up large pictures corresponding to the chunks when they are mentioned in the digital story to draw the students’ attention. The sentences with the target chunks are also written and placed on the Smart Board/ blackboard/ whiteboard. The teacher also points to these sentences while pointing to the scenes in the story where they appear. There is no analysis or teaching of grammatical structures at this stage. Students can automatically and naturally identify the use of the target language chunks in the current context created in the introductory digital story without working on any rules or structures (SELS3.1, V3.4, LS1, LS4, CS2.3, CS2.4, CS2.16.2). To check the students’ identification of the target language chunks, after the students have finished watching the introductory digital story, the teacher asks them to read the sentences with the target language chunks written by the teacher on the Smart Board /blackboard/whiteboard and asks them to find the same or similar sentences in the written version of the introductory digital story or another text that is shown on the Smart Board (D3.2, SELS3.2, V3.3). She/He also asks them to find the same or similar sentences with these chunks which are given in different types of tables prepared by the teacher (CS2.7). These tables do not include any explanations of grammatical rules, explanations, or formulas, and they only contain example sentences with target chunks in which important words with the target grammar are written in bold or different colours to attract students’ attention. The teacher asks them to look at the words in bold or in different colours and asks students to examine them (CS2.9). Then the teacher asks the students to copy these sentences with target chunks written in bold or different colours into their notebooks. The teacher asks the students to make very similar sentences using the target words and asks them to share their sentences with each other in pairs, and then with the class (SELS2.2, SELS3.2, D3.2, V4.2, CS2.13,CS2.14, CS2.16.1, CS2.16.2). Both the teacher and the class members give feedback to the students as they say their sentences (CS2.19). The teacher gives all students a checklist with simple symbols to evaluate each other’s work as explained in the items (5) and (6) in the section 1.2. Principles for the Implementation of the English Curriculum (V4.3, V6.2, V10.3, LS6). SELECTION AND USE OF THE TARGET GRAMMAR: To facilitate students’ further practice with the target language chunks in the theme “personal life”, the teacher shows some other sentences with these chunks in another context such as a short story, a short paragraph, and a short dialogue etc. and asks students to find the sentences with the target chunks in them and asks if they understand them (SELS3.2, V3.3, V10.1, V14.2,V15.2, V16.1, CS2.4, CS2.6, CS2.8). She/He gives some written activities and exercises to practise the target chunks in context. She/He also facilitates more fun activities and as described in items (5), (8), (9), and (10) in the section 1.2. Principles for the Implementation of the English Curriculum. To consolidate the target language chunks, the teacher organises different fun activity and game bundles that the students can practise and consolidate them (CS2.13) where their learning can be checked as described in item (10) in the section 1.2. Principles for the Implementation of the English Curriculum (D2.5, V4.4). ENG6.3.W1. PREPARATION FOR THE WRITING-EXPRESSION SESSION: Practising through writing: Writing activities help students to produce and display meaningful written language for their personal expression and communication with others, by using language including target words, grammatical structures in use and the social language in this theme, as in other themes (V3.2, V10.1, V14.2, V15.2, V16.1). ENG6.3.W2. RECOGNISING THE MODEL: Initially, students produce very limited and short pieces of writing such as sentences to practise the language including the target vocabulary and grammatical structures, after hearing and seeing them through listening and reading activities in the theme “personal life”. They practise the language in a more controlled way in the beginning, by writing to repeat or simply explain what they hear and see in context and what they are asked to do. They are provided a written model/example to copy to be able to notice significant points and elements in it (SELS3.1). While copying a short model writing, they become aware of the aspects such as the use of words, language chunks, punctuation, spelling and so on (D3.1, V3.4, LS1, CS2.4, CS2.16.3). ENG6.3.W3. CREATING THE WRITING CONTENT: Controlled writing of words and sentences turns to short paragraphs in a process writing manner with the support of the teacher’s feedback in the theme. This process is expanded and supported by several practical 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 (D1.3, D3.1, SELS3.2,V3.4, V4.4, V7.2, LS2, LS4, LS9, CS2.20). ENG6.3.W4. CONSTRUCTING AND PRACTISING WRITING: Storification and gamification techniques are actively and extensively used for further writing practice tasks. Students are encouraged to produce a variety of written products such as sentences, acronyms, paragraphs, messages, posters, e-mails, quotes, poems, songs, projects, scripts for plays, diaries/journals, blogs, very short film scenarios, etc. to express their ideas, thoughts, and feelings (D2.5, D3.3, SELS3.2, CS2.13). All the content is expected to be contextual, practical, authentic, real, and appropriate to the students’ interests and language level (V3.4, V7.2,V9.3, V12.1, LS1, LS4, LS9). ENG6.3.W5. RECONSTRUCTING AND COMMUNICATING THROUGH WRITING: Students interact and communicate with peers and/or other people inside or outside school by using the language including the target words, language chunks, and the social language for the theme in their writing (SELS2.2, SELS2.3, V3.4, V4.2, V10.1, V14.2,V15.2, V16.1, LS9, 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 at school and at home in a variety of ways (D3.3, SELS3.2, SELS3.3,V7.2, LS2, CS2.20). These activities are evaluated as described in items (11) and (12) in the section 1.2. Principles for the Implementation of the English Curriculum. ENG6.3.W6. REFLECTING ON THE WRITING-EXPRESSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole writing-expression process and asks them to express their thoughts, ideas, and feelings about the process. Some volunteer students express what they think and feel about them (D1.5, SELS1.3, CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V4.3, V6.2, V10.3, V20.4, LS1, LS6). ENG6.3.S1. PREPARATION FOR SPEAKING: The teacher facilitates speaking activities throughout the theme from the first lesson to the end. Speaking activities enhance students’ learning and help them produce and display meaningful language for personal expression and communication with others by using the language including the target words, grammatical structures in use and the social language expressions of the theme (V3.2, V3.4, V10.1, V14.2, V15.2, V16.1). ENG6.3.S2 RECOGNISING AND USING THE MODEL: In the beginning, through listening/watching and reading, students recognise how the language with the target language items is used (CS2.6). They practise the language in a controlled way, by telling, repeating, explaining what they hear and see in the context (D1.3, D3.2, SELS3.1, V3.3, LS1, LS2, LS4, CS2.4). ENG6.3.S3 CONSTRUCTING SPOKEN CONTENT: In the later stages of the lessons after controlled practice sessions, the teacher creates new contexts in the form of new written/photo-picture strip/pantomime/video stories, dialogues etc. as new opportunities for the students to talk about them for practising further through questions, explanations, inferences etc (D1.3, SELS3.2, V3.4, V4.2, V7.2, V12.1, LS1, LS4, LS9, CS2.13). ENG6.3.S4. CONSTRUCTING SPOKEN MATERIALS: Students are encouraged to produce several spoken products related to the extended contexts such as dialogues, speeches, presentations, short texts etc. to interact with peers and/or other people in or outside the school by using the language including the target words, language grammar in use, and the social language for the theme (SELS2.2, SELS3.2, V4.2, V10.1,V14.2, V15.2, V16.1, 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 at school and at home through recordings (D1.2, D1.6, D3.3, V7.2,LS2, LS9, CS2.20). ENG6.3.S5. RECONSTRUCTING AND COMMUNICATING THROUGH SPEAKING: Students communicate with each other by seeing/hearing/reading/using the language including the target words and grammatical structures related to the theme “personal life” in fun, enjoyable, varied, and versatile activities (SELS2.3, CS2.20). Picture strip stories can be used at the end of each theme to provide a consolidation and revision (V3.4, V4.2, V12.1, LS1, LS4, LS9, CS2.13, CS2.14). These new contents created are contextual, practical, authentic, real, and appropriate to the students’ age, interests, and language level. Storification and gamification techniques are actively and extensively used together with other further speaking practice throughout the theme. Students are encouraged to produce several spoken products related to the extended contexts such as dialogues, speeches, presentations, short texts etc. to interact and to communicate with peers and/or other people in or outside the school by using the language including the target words, language grammar in use, and the social language for the theme and its components such as “body parts, physical appearance and clothes; personality and character” (V3.4, V4.2, V10.1,V14.2, V15.2, V16.1, LS4, CS3.1, 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 at school and at home through recordings (D2.5, D3.3, SELS3.3, V7.2, LS2, CS2.20). These are evaluated as described in items (7), (8), (9), and (10) in the section 1.2. Principles for the Implementation of the English Curriculum. Then they can expand their language use and practise by communicating with others. ENG6.3.S6. REFLECTING ON THE SPEAKING-EXPRESSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole speaking-expression process and asks them to express their thoughts, ideas, and feelings about the process. Some volunteer students express what they think and feel about them (SELS1.3, CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V4.3, V6.2, V10.3, V20.4, LS1, LS6).

Objective: To practise comparing three or more things or people in English by using superlative and comparative forms of adjectives in an engaging, rotating activity. Activity title: The Comparison Carousel The teacher divides the class into small groups and sets up 3-4 stations around the classroom and explains the rules to students. Each station has a card with pictures or names of three or more items/people to compare (e.g., fruits, animals, countries, famous people, films). Example cards for comparison are as follows: Three Countries: “Türkiye, Canada, Mexico”, Three Foods: “Kebab, Burger, Tacos”, Three Animals: “Cat, Dog, Rabbit”. The students rotate between stations, where they compare three or more items or people using comparative and superlative forms. At each station, they discuss the differences and similarities between the items using comparative forms (e.g., “The lion is bigger than the tiger.”). They also use superlative forms for comparing within the group of three or more (e.g., “The giraffe is the tallest of all the animals.”). After 3-4 minutes at one station, students rotate to the next station until they’ve compared all sets of three or more items. When the rotation of each group is completed, the students share their favourite comparisons with the class and the teacher provides feedback on the use of comparatives and superlatives. Students reflect on their thoughts and feelings about the activity.

Objective: To practise comparing three or more things or people in English by using superlative and comparative forms of adjectives in an engaging, rotating activity. Activity title: The Comparison Carousel The teacher divides the class into small groups and sets up 3-4 stations around the classroom and explains the rules to students. Each station has a card with pictures or names of three or more items/people to compare (e.g., fruits, animals, countries, famous people, or films). Example cards for comparison are as follows: Three Countries: “Türkiye, Canada, Mexico”, Three Foods: “Kebab, Burger, Tacos” Three Animals: “Cat, Dog, Rabbit”. The teacher provides students with a template with sentence structures (e.g., “X is taller than Y. Y is the tallest.”). They rotate between stations. At each station, they discuss the differences and similarities between the items and try to find the missing items/people on the template (e.g., “The lion is bigger than the tiger.”). They also use superlative forms for comparing within the group of three or more (e.g., “The giraffe is the tallest of all the animals.”). After 3-4 minutes at one station, students rotate to the next station until they’ve compared all sets of three or more items. When the rotation of each group is completed, the students share their favourite comparisons with the class and the teacher provides feedback on the use of comparatives and superlatives. Students reflect on their thoughts and feelings about the activity.

Students can recall the current (theme) concept of “family life” and its components such as “family members’ jobs, working places, and job routines; different types of family homes and houses” 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 current theme in English without translating anything until they start learning the target words in the current (new) concept in English. To remind them of the pre-existing background knowledge they already have about the current concept, various materials such as short scene from a film, series, a part from a story, a poster etc. which is appropriate to the age, level, and pedagogy could be used before the main teaching/learning flow of the class begins. They would give a general idea of the theme. Students are facilitated with the relevant materials through various activities. When they have finished working on it, the teacher asks them in English if they understood what it was about. For checking their understanding, she/he can design several activities. For instance, they can write a related word that they know in English on a piece of paper and put it in the jar/box that she/he has prepared. Alternative ways can be tried. The teacher asks them to 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. Learning-Teaching Practices WARM-UP TO THE WHOLE THEME (WELL-BEING) Before starting to work on the theme “family life” 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. 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/cartoon story, etc. that has no relation or connection to the current theme and does not require any knowledge of English (D2.5, SELS2.1, V12.1, LS2, LS4). INTEGRATION OF LANGUAGE SKILLS IN THE THEME All language skills (listening/watching-comprehension, reading-comprehension, speaking-expression, writing-expression, vocabulary selection and use, grammar selection and use, pronunciation selection and use) are used in an integrated way around “family life” and sub-themes “family members’ jobs, working places, and job routines; different types of family homes and houses”, allowing students to build background knowledge through receptive skills before moving on to productive tasks throughout the theme. They are combined in a meaningful and purposeful way and are integrated to support the learning outcomes of the theme. Although they are sequenced from receptive to productive in the teaching-learning practices, they are always used in a closely linked way that means each activity builds on the previous one to promote language development and to increase communicative competence. The theme is characterised by a balanced integration of all the skills, where students engage with input (listening/watching-comprehension and reading-comprehension) and respond through output (speaking-expression and writing-expression) with the help of their vocabulary, grammar and phonological selection and use skills. ENG6.4.L1. PREPARING FOR LISTENING/WATCHING-COMPREHENSION: Having seen a visual about and having guessed the topic of “family life” during the background recall session, students can have a vision of the current theme as a general concept in the current (new) theme (D3.2, SELS1.1, V3.2, V2.2,V2.4, V2.3, LS1, LS4, CS2.11, CS2.16.2). So, a further concept check with listening/watching for gist activities including more guessing games using clues from some pictures, realia, short video clips etc. help them prepare for the current theme (CS2.6, CS2.8). For each theme, a digitally constructed story is used as the main context of the theme, and it is visited several times while going through the theme to cover target pronunciation, vocabulary, grammar, social language expressions, and semantic meaning of the whole theme (CS2.14). It is both an entry material and the main context to the whole theme at the same time. The teacher asks them whether their guesses during the background recall session were correct and also what they think the introductory digital story that they are going to watch could be about (CS2.8). As they have already seen a scene from a film about the theme and the pictures, realia, etc. they can easily answer what the current theme will be about and that their guesses were true (D1.2, D1.6, D2.3, D3.2, SELS1.2, V3.3,V3.4, V2.2, V2.4, V2.3, LS2, LS4, CS2.10, CS2.17). ENG6.4.L2. BRINGING INFORMATION TOGETHER THROUGH LISTENING/WATCHING: The teacher asks the students to watch the introductory digital story carefully, recalling the work done with visuals (the scene from a film, pictures, realia, or video clips about the theme shown earlier) (CS2.11). Students watch the introductory digital story to consolidate the identification of the “family life” in it as a whole (CS2.13) without stopping the video at any point, so that the students can understand the theme holistically (D3.2, SELS1.1, V3.3, V3.4, V2.2, V2.4, V2.3, LS2, LS4, CS2.14, CS2.16.2). ENG6.4.L3. MAKING MEANING THROUGH LISTENING/WATCHING-COMPREHENSION: To draw students’ attention to the content, some realia brought into the classroom by the teacher could be used (V2.2, V2.4, V2.3). The teacher could show the corresponding objects to the students when the corresponding vocabulary for the main components of the theme “family life” is mentioned in the introductory digital story, without stopping the video while the students watch the story (CS2.6). When they have watched the whole story, the teacher could show the realia items on the table and ask questions with two options (CS2.5). As one of the words is from the previous themes, students could hear, understand, recognise and learn the (new) target vocabulary for each main component of the theme easily (CS2.1). In this way, the teacher could engage in a dialogue with the whole class to check that they have recognised the components of the theme, and that they have understood each realia item is about one component (CS2.8). Further activities and games can be played at this stage to reinforce the general meaning of the theme through its main components (D1.1, D2.5, SELS2.1, V3.4, LS1, LS2, LS4). To check whether the students understand the general topic of the theme “family life” and remember the sequence of the scenes of the introductory digital story, the teacher shows an organiser with the mixed images/pictures of the scenes on the Smart Board and asks the students to look at the images/pictures of the scenes for a while (CS2.3). She/He then asks them to order the scenes in pairs in their seats with the mixed paper pictures she/he has already given to the students (SELS2.2, V3.4, V4.2, LS1, LS4, LS6). When the pairs have finished sorting the pictures for the scenes of the story, the teacher asks the students to take turns or volunteer to sort the scenes on the screen of the Smart Board (or the pictures on the blackboard) (SELS1.2, CS2.6, CS2.10). This will help the students to organise the story as a whole so that they can identify the main theme and the components of the theme from their memories (D1.2, D1.6, D2.3, V16.3, V20.4, CS2.12). ENG6.4.L4. REFLECTING ON THE LISTENING/ WATCHING PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole listening-watching process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3, V3.4). Some volunteer students express what they think and feel about them (CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS1.2, SELS2.2, V4.2, V4.3,V12.1, LS5, LS6). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V10.3). ENG6.4.P1. RECOGNITION OF TARGET PRONUNCIATION: To practise pronunciation of the new target words, word groups, language chunks, and social language expressions about the theme “family life” and the words and/ or word groups for the sub-themes “family members’ jobs, working places, and job routines; different types of family homes and houses”,the teacher asks the students to listen (to)/watch the whole or some extracts from the introductory digital story by noticing how words are pronounced (V3.3, V2.2, V2.4, V2.3 , LS4, CS2.6). She/He asks them to repeat the word aloud when she/he stops the video for a word and says it. The teacher then asks the students to listen and repeat the same words aloud a few times as a whole class after listening to the recordings that she/he has prepared beforehand using some Web 2.0 programmes (LS2, CS2.16.3). The teacher could offer variations with some techniques such as showing the picture of the target word to the students to say the word or pointing to the corresponding picture when they hear the word from the recording, and then both (CS2.8). To help the students pronounce the words accurately, the teacher asks them to repeat each target word aloud a few times as a whole class after her/him or the recording, then in large groups, then in small groups and then again as volunteers (D3.2, D3.6, SELS1.2, SELS2.1, V4.2, V20.4, LS1, CS2.14). SELECTION AND USE OF TARGET PRONUNCIATION: Practice of pronunciation could be done with different forms of TPR, gamification and drama activities, e.g. first the teacher says the target words/word groups for the sub-themes “family members’ jobs, working places, and job routines; different types of family homes and houses”, the students listen (CS2.9); then the teacher says the target words/word groups and acts them out, the students repeat after her/him (SELS2.1, CS2.14). Then the teacher and the students say the target words/word groups and act them out together at the same time. Then the teacher says the words/ word groups and acts them out. These activities can be done through the actions for the sub-themes (D2.3, D2.5, V3.3,V2.2, V2.4, V2.3).As a variation, they can also repeat the words after the teacher happily, sadly, angrily, etc. using different tones of voice (SELS2.3, CS2.8, CS2.11). They also practise for the target social language chunks using the same or similar techniques. During the repetitions, they point to relevant pictures that the teacher has placed in different places in the classroom (CS2.12). Some action sequences are also created in which the students can practise the social language in a fun way by repeating, pointing, miming, and acting out in several games (SELS2.1, V7.2, LS5, LS6, LS9). The teacher facilitates some activities with dialogues and games in which students can practice the target pronunciation by selecting and using them accurately, naturally, and authentically (CS3.1). Several fun pronunciation games could be played, such as shadow reading, bingo, odd one out, pronunciation maze, minimal pairs, rhyming games, and several sound drills (SELS2.2). The target sounds such as vowels, consonants, and diphthongs of the theme are practised through them (CS2.13). Their learning is evaluated as described in items (1) and (2) in the section 1.2. Principles for the Implementation of the English Curriculum (D1.2, D1.6, D2.5, V3.4, LS1, LS2, LS4). ENG6.4.R1 PREPARATION FOR THE READING-COMPREHENSION PROCESS: The teacher facilitates reading and writing 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. Reading is done in two ways in the theme by using the written version of the introductory digital story and additional reading texts in reading sections of the instructional material to be used (V3.2, LS2, LS4). Various reading styles including silent reading, speed reading, jigsaw reading and basic reading techniques including skimming, scanning, and reading for details during pre-reading, while-reading and post-reading phases are used in the theme (V3.4, LS1, CS2.3, CS2.6). The ultimate aim of reading practice is to enhance comprehension, improve fluency, develop pre-critical thinking skills and critical thinking skills and the ability to comprehend and talk/write about the content in a meaningful and communicative way (V3.3, V7.2, LS5, CS3.3). For the initial stage of reading, the teacher asks the students to look at the audio/visual/written elements (e.g. sound, voices, scenes, title of the text, written words) surrounding the written version of the contextual introductory story or a new text in the reading section of the instructional material to be used for skimming to recall the conceptual meanings they already have about the theme (CS2.8). At this stage, the teacher could ask the students to read the title of the theme and ask the students which words they already know, and which come to mind in connection with the title (SELS1.1, CS2.16.2). She/He reminds them not to ask the meanings of any new words or the words they do not know. She/He reminds them that this is just a guessing activity by using the words they know and that there is time to work on the new words of the new theme later (D3.2, D3.6, V3.4, CS2.10, CS2.12). ENG6.4.R2 BRINGING INFORMATION TOGETHER THROUGH READING: Students go on with a scanning activity to find out the most important details of the introductory digital story and/or a new text in the reading section which is organised to help students to know more about the reading content (CS2.6, CS2.7). In this way they could be able to recognise the main components of the theme that take place in the story/text. Students circle or tick the ones that they have heard, seen and scanned (quickly read) in the story (CS2.4). By doing so, they will be able to understand the story/text in general using the main elements (D3.2, D3.6, V3.3, V3.4, LS1). ENG6.4.R3. MAKING MEANING THROUGH READING: Then the teacher asks the students to do a jigsaw reading activity, so she/he shows the written version of the introductory digital story or the text in the reading section on the blackboard/Smart Board (or in any other teaching material). She/He asks the students to work in pairs to share the text (SELS2.2). One peer reads the first half of the text and the second peer reads the other half of the text in a given time (CS2.6). They are then asked to share what they have understood from their part with their peer, also in a given time. In this way, they talk about the whole story after reading it silently, in the jigsaw reading style (D2.4, D3.6, V3.4, V4.2, V16.2, LS1, LS6,CS2.8, CS2.9). Some speed-reading activities can be used to develop students’ reading and comprehension skills. These activities can be evaluated as explained in the item (6) in the section 1.2. Principles for the Implementation of the English Curriculum. After sharing their parts, students proceed with the activities for dealing with the target vocabulary, grammatical chunks, and semantic meaning relatively with the help of the teacher (CS2.14). For dealing with the semantic meaning, the teacher facilitates the lesson with meaningful activities including closed, semi-closed, free, open- ended, and communicative ones (SELS2.1). From display to communicative open-ended, various types of questions are used to understand the meaning of the text (SELS3.1, SELS3.2, CS2.6). During this process students work collaboratively to exchange information, thoughts, and feelings (D3.2, D3.7, V3.3, V7.2, V20.2, LS2, LS4, CS2.8). ENG6.4.R4. REFLECTING ON THE READING-COMPREHENSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole reading-comprehension process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3). Some volunteer students express what they think and feel about them (CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (D2.3, D3.5, V4.2, V6.2, V10.3, V12.1, LS1, LS6). ENG6.4.V1. PREPARATION TO WORK ON THE TARGET VOCABULARY: At this stage, students remember what the theme is about through the activities that they have done during the background knowledge, pre-listening/ watching, and pre-reading sessions (SELS1.1). As they know the main topic, they get ready to deal with the main components and target vocabulary of the theme (V3.2, LS1). RECOGNITION OF THE TARGET VOCABULARY: A scanning activity to find out the main details of the introductory digital story (and/or a new text in the reading section) is organised to help students to know more about the content. This could help them identify what the target words in the text could be about. The activity could be designed by listing some important pictures, words or events about the main components of the theme that take place in the story/text. Students circle or tick the ones that they have heard, seen and scanned (quickly read) in the story. In this way, they will be able to understand the story/text in general by using the main elements and also be ready to work on the target vocabulary items (D3.2, D3.6, LS1, LS2, LS4, LS5, CS2.4, CS2.6, CS2.7). Then the students read the written version of the digital story again silently, (or the reading text in the reading section), to check whether they know any of the target vocabulary items about the theme (V2.2, V2.4, V2.3, CS2.8). They underline the words whose meaning they do not know while reading silently (CS2.17). Students say these words when they finish reading and the teacher writes these words on the Smart Board/blackboard/ white board as they say them. The teacher writes only the target words on the Smart Board/blackboard as active words that the students have said. She/He quickly deals with the non-target passive vocabulary items by using pictures, mimics, gestures, imitations, examples, etc. But she/he takes time to facilitate the teaching of the target words (D1.2, D1.6, D3.2, V3.3, V3.4, LS2, LS4,CS2.4, CS2.5, CS2.7). To introduce and practise the meanings of the target vocabulary related to the theme, that the students do not know, the teacher asks the students to watch the introductory digital story (or the video of the reading text if there is one) again. From the beginning, whenever a target item is mentioned, the teacher stops the video and asks several questions in the form of two options, one of which is a word from the previous themes that they already know (V2.2, V2.4, V2.3 ,CS2.16.1, CS2.6). By guessing what they are, the students hear the English equivalents of the words for the theme and they answer as a whole class in chorus. In this way, they are introduced to the meanings of the target words (D1.2, D1.6,D3.7, CS2.10). This is conducted in the form of a dialogue where their learning can be checked as described in items (SELS2.1) (7), (8), and (9) in the section 1.2. Principles for the Implementation of the English Curriculum (V3.3, V3.4, V16.3, LS1, LS2, LS4). After having watched the introductory digital story, the teacher shows some pictures for the sub-themes, on the walls as clues and says the words aloud several times in sentences by pointing to the pictures and the students repeat after her/him (D2.3, V2.2, V2.4, V2.3, CS2.6, CS2.11). In this way, the main vocabulary items of the theme are introduced to the students in English as described in item (3) in the section 1.2. Principles for the Implementation of the English Curriculum (V2.2, V2.4, V2.3). SELECTION AND USE OF TARGET VOCABULARY: The teacher can prepare an activity using the Web 2.0 programme with images/pictures, and symbolic images for some categories about the components of the theme “family life”. She/He also prepares mixed images/pictures for target vocabulary items for the activities which can be done in relation to the components. She/He asks the students to look at the mixed pile of images/pictures of the main components of the theme on the Smart Board screen and scan them for a while to remember them (V2.2, V2.4, V2.3 , CS2.4). She/He explains to the students that the items will be placed under the correct category, but first she/he gives the students the cut-out pictures of the activities and a large sheet of paper with the categories written on it and the cut-out pictures will be placed under each category correctly (V3.3, L2, LS4, CS2.5). The teacher asks them to work in pairs and place the cut-out pictures in the right category and ask each other some questions about the theme (D3.2, D3.8, SELS2.2, V2.2, V2.4,V2.3). When the students have finished working with the cut-out pictures and asking and answering questions about them, the teacher asks them to take turns or volunteer to go to the Smart Board and drag the corresponding images/pictures under the right category on the screen (SELS1.2, V3.4, V20.4, LS1, LS4, CS2.5). In this way, images/pictures that are relevant to the main concept and its components are consolidated through categorisation. This activity can be done with real pictures on the white/blackboard if there is a problem with technology. The teacher asks the students to copy the words next to the pictures they have pasted or drawn in their picture dictionaries and then asks them to exchange their picture dictionaries with their peers and check each other’s spelling (D3.2, SELS1.2, SELS2.2, V4.2, V4.3, V6.2, LS9). To consolidate the meaning, selection, and use of the new target vocabulary items, the teacher could organise activities and tasks using pictures, flashcards, sounds, realia, and any other materials to play games such as Bingo, Pelmanism, King’s game, Odd One out, Wordscapes, Scrabble, Pictionary, Letter Scramble, Acronyms, Charades etc. Games could be adapted according to the teacher’s objectives (pronunciation, spelling, meaning, selection, use etc.), age, interests and language level of the students (CS2.13). Students can be asked to create their own games to use the target vocabulary items in context (D2.5, D.3.3, SELS3.1, SELS3.2, V2.2, V2.3, V2.4, V4.2, V4.4, V7.2, LS9, CS2.20). Students’ learning can be checked as described in items (3), and (4) in the section 1.2. Principles for the Implementation of the English Curriculum. ENG6.4.G1 RECOGNITION OF TARGET GRAMMATICAL ITEMS: To draw the students’ attention to the target language chunks of the theme “family life”, the introductory digital story or an extract from it played so that the students can notice the target language chunks (D3.2, CS2.2). While watching the introductory digital story, the teacher stops at the scenes where the target language chunks are used. She/He imitates the action by showing the scene, saying the chunk, and asking the students to do the same (V3.2, LS2, CS2.14). She/he could hold up large pictures corresponding to the chunks when they are mentioned in the digital story to draw the students’ attention. The sentences with the target chunks are also written and placed on the Smart Board/blackboard/ whiteboard. The teacher also points to these sentences while pointing to the scenes in the story where they appear. There is no analysis or teaching of grammatical structures at this stage. Students can automatically and naturally identify the use of the target language chunks in the current context created in the introductory digital story without working on any rules or structures (SELS3.1, V3.4, LS1, LS4, CS2.3, CS2.4, CS2.16.2). To check the students’ identification of the target language chunks, after the students have finished watching the introductory digital story, the teacher asks them to read the sentences with the target language chunks written by the teacher on the Smart Board /blackboard/ whiteboard and asks them to find the same or similar sentences in the written version of the introductory digital story or another text that is shown on the Smart Board (D3.2, SELS3.2, V3.3). She/He also asks them to find the same or similar sentences with these chunks which are given in different types of tables prepared by the teacher (CS2.7). These tables do not include any explanations of grammatical rules, explanations, or formulas, and they only contain example sentences with target chunks in which important words with the target grammar are written in bold or different colours to attract students’ attention. The teacher asks them to look at the words in bold or in different colours and asks students to examine them (CS2.9). Then the teacher asks the students to copy these sentences with target chunks written in bold or different colours into their notebooks. The teacher asks the students to make very similar sentences using the target words and asks them to share their sentences with each other in pairs, and then with the class (SELS2.2, SELS3.2, D3.2, V4.2, CS2.13,CS2.14, CS2.16.1, CS2.16.2). Both the teacher and the class members give feedback to the students as they say their sentences (CS2.19). The teacher gives all students a checklist with simple symbols to evaluate each other’s work as explained in the items (5) and (6) in the section 1.2. Principles for the Implementation of the English Curriculum (V4.3, V6.2, V10.3, LS6). SELECTION AND USE OF THE TARGET GRAMMAR: To facilitate students’ further practice with the target language chunks in the theme “family life” the teacher shows some other sentences with these chunks in another context such as a short story, a short paragraph, and a short dialogue etc. and asks students to find the sentences with the target chunks in them and asks if they understand them (SELS3.2, V3.3, V2.2,V2.3, V2.4, CS2.4, CS2.6, CS2.8). She/He gives some written activities and exercises to practise the target chunks in context. She/He also facilitates more fun activities and as described in items (5), (8), (9), and (10) in the section 1.2. Principles for the Implementation of the English Curriculum. To consolidate the target language chunks, the teacher organises different fun activity and game bundles that the students can practise and consolidate them (CS2.13) where their learning can be checked as described in item (10) in the section 1.2. Principles for the Implementation of the English Curriculum (D2.5, V4.4). ENG6.4.W1. PREPARATION FOR THE WRITING-EXPRESSION SESSION: Practising through writing: Writing activities help students to produce and display meaningful written language for their personal expression and communication with others, by using language including target words, grammatical structures in use and the social language in this theme, as in other themes (V2.2, V2.3, V2.4, V3.2). ENG6.4.W2. RECOGNISING THE MODEL: Initially, students produce very limited and short pieces of writing such as sentences to practise the language including the target vocabulary and grammatical structures, after hearing and seeing them through listening and reading activities in the theme “family life”. They practise the language in a more controlled way in the beginning, by writing to repeat or simply explain what they hear and see in context and what they are asked to do. They are provided a written model/example to copy to be able to notice significant points and elements in it (SELS3.1). While copying a short model writing, they become aware of the aspects such as the use of words, language chunks, punctuation, spelling and so on (D3.1, V3.4, LS1, CS2.4, CS2.16.3). ENG6.4.W3. CREATING THE WRITING CONTENT: Controlled writing of words and sentences turns to short paragraphs in a process writing manner with the support of the teacher’s feedback in the theme. This process is expanded and supported by several practical 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 (D1.3, D3.1, SELS3.2,V3.4, V4.4, V7.2, LS2, LS4, LS9, CS2.20). ENG6.4.W4. CONSTRUCTING AND PRACTISING WRITING: Storification and gamification techniques are actively and extensively used for further writing practice tasks. Students are encouraged to produce a variety of written products such as sentences, acronyms, paragraphs, messages, posters, e-mails, quotes, poems, songs, projects, scripts for plays, diaries/journals, blogs, very short film scenarios, etc. to express their ideas, thoughts, and feelings (D2.5, D3.3, SELS3.2, CS2.13). All the content is expected to be contextual, practical, authentic, real, and appropriate to the students’ interests and language level (V3.4, V7.2, V12.1, LS1, LS4, LS9). ENG6.4.W5. RECONSTRUCTING AND COMMUNICATING THROUGH WRITING: Students interact and communicate with peers and/or other people inside or outside school by using the language including the target words, language chunks, and the social language for the theme in their writing (SELS2.2, SELS2.3, V3.4, V4.2,V2.2, V2.3, V2.4, LS9, 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 at school and at home in a variety of ways (D3.3, SELS3.2, SELS3.3,V7.2, LS2, CS2.20). These activities are evaluated as described in items (11) and (12) in the section 1.2. Principles for the Implementation of the English Curriculum. ENG6.4.W6. REFLECTING ON THE WRITING-EXPRESSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole writing-expression process and asks them to express their thoughts, ideas, and feelings about the process. Some volunteer students express what they think and feel about them (D1.5, SELS1.3, CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V4.3, V6.2, V10.3, V20.4, LS1, LS6). ENG6.4.S1. PREPARATION FOR SPEAKING: The teacher facilitates speaking activities throughout the theme from the first lesson to the end. Speaking activities enhance students’ learning and help them produce and display meaningful language for personal expression and communication with others by using the language including the target words, grammatical structures in use and the social language expressions of the theme (V3.2, V3.4, V2.2, V2.3, V2.4). ENG6.4.S2 RECOGNISING AND USING THE MODEL: In the beginning, through listening/watching and reading, students recognise how the language with the target language items is used (CS2.6). They practise the language in a controlled way, by telling, repeating, explaining what they hear and see in the context (D1.3, D3.2, SELS3.1, V3.3, LS1, LS2, LS4, CS2.4). ENG6.4.S3 CONSTRUCTING SPOKEN CONTENT: In the later stages of the lessons after controlled practice sessions, the teacher creates new contexts in the form of new written/photo-picture strip/pantomime/video stories, dialogues etc. as new opportunities for the students to talk about them for practising further through questions, explanations, inferences etc (D1.3, SELS3.2, V3.4, V4.2, V7.2, V12.1, LS1, LS4, LS9, CS2.13). ENG6.4.S4. CONSTRUCTING SPOKEN MATERIALS: Students are encouraged to produce several spoken products related to the extended contexts such as dialogues, speeches, presentations, short texts etc. to interact with peers and/or other people in or outside the school by using the language including the target words, language grammar in use, and the social language for the theme (SELS2.2,SELS3.2, V4.2, V2.2, V2.3, V2.4, 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 at school and at home through recordings (D1.2, D1.6, D3.3, V7.2,LS2, LS9, CS2.20). ENG6.4.S5. RECONSTRUCTING AND COMMUNICATING THROUGH SPEAKING: Students communicate with each other by seeing/hearing/reading/using the language including the target words and grammatical structures related to the theme “family life” in fun, enjoyable, varied, and versatile activities (SELS2.3, CS2.20). Picture strip stories can be used at the end of each theme to provide a consolidation and revision (V3.4, V4.2, V12.1, LS1, LS4, LS9, CS2.13, CS2.14). These new contents created are contextual, practical, authentic, real, and appropriate to the students’ age, interests, and language level. Storification and gamification techniques are actively and extensively used together with other further speaking practice throughout the theme. Students are encouraged to produce several spoken products related to the extended contexts such as dialogues, speeches, presentations, short texts etc. to interact and to communicate with peers and/or other people in or outside the school by using the language including the target words, language grammar in use, and the social language for the theme and its components such as “family members’ jobs, working places, and job routines; different types of family homes and houses” (V2.2, V2.3, V2.4, V3.4, V4.2, LS4, CS3.1, 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 at school and at home through recordings (D2.5, D3.3, SELS3.3, V7.2, LS2, CS2.20). These are evaluated as described in items (7), (8), (9), and (10) in the section 1.2. Principles for the Implementation of the English Curriculum. Then they can expand their language use and practise by communicating with others. ENG6.4.S6. REFLECTING ON THE SPEAKING-EXPRESSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole speaking-expression process and asks them to express their thoughts, ideas, and feelings about the process. Some volunteer students express what they think and feel about them (SELS1.3, CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V4.3, V6.2, V10.3, V20.4, LS1, LS6).

Objective: To practise future arrangements in English through a creative and interactive speaking activity where students describe their future travel plans in detail. Activity title: Future Travel Diaries The teacher divides the class into pairs or small groups of 3-4 students and gives each group a set of Travel Destination Cards and Travel Activity Cards. The Travel Destination Cards have places like “stanbul”, “Paris”, “Antalya”, “New York”, “Maldives”, “Rome”, “Tokyo”, etc. The Travel Activity Cards contain activities people can do while travelling (e.g., “attending a local festival”, “going on a city tour”, “trying new foods”, etc.). Each group selects a destination card and a travel activity card and forms their travel plan using a destination and activities they pick from the cards. For example: “We are flying to Paris next month. First, we are visiting the Eiffel Tower, and then we are eating at a famous French cafe”. Students take turns speaking about their future trip. For example: “Next summer, we are visiting the Maldives, and we are snorkelling with dolphins every morning”, “I am flying to Rome next month to visit my cousin. We are going on a historical tour of the Colosseum because I’m really interested in Roman history”. The teacher encourages students to add as many details as possible to make the travel plan sound exciting, like when they are leaving, who they are traveling with, and how they feel about the trip. After 3-5 minutes, the groups switch to the next destination and activity, continuing to create new travel plans and speaking about their future plans. In pairs or groups, students can ask follow-up questions based on the plans their peers describe. For example: “Why are you visiting Rome”, “What other activities are you doing in stanbul” After the activity, the teacher asks a few students or groups to share their travel plans with the class and writes their sentences on the board to emphasize correct use of the target grammar. She/He praises students for being creative and using detailed descriptions and encourages them to continue practising by imagining future trips or activities. Students reflect on their thoughts and feelings about the activity.

Objective: To practise future arrangements in English through a creative and interactive speaking activity where students describe their future travel plans. Activity Title: Future Travel Diaries For the same activity, the teacher provides sentence starters or a template to help guide the students through their descriptions. For example: “I am going to next .”, “We are visiting and then .”, “I am meeting my friend at the airport, and we are .” Students reflect on their thoughts and feelings about the activity.

Students can recall the current (theme) concept of “life in the neighbourhood and the city” and its components such as “festivals and events in the neighbourhood and city; transportation in the neighbourhood and the city” 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 current theme in English without translating anything until they start learning the target words in the current (new) concept in English. To remind them of the pre-existing background knowledge they already have about the current concept, various materials such as short scene from a film, series, a part from a story, a poster etc. which is appropriate to the age, level, and pedagogy could be used before the main teaching/learning flow of the class begins. They would give a general idea of the theme. Students are facilitated with the relevant materials through various activities. When they have finished working on it, the teacher asks them in English if they understood what it was about. For checking their understanding, she/he can design several activities. For instance, they can write a related word that they know in English on a piece of paper and put it in the jar/box that she/he has prepared. Alternative ways can be tried. The teacher asks them to 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. Learning-Teaching Practices WARM-UP TO THE WHOLE THEME (WELL-BEING) Before starting to work on the theme “life in the neighbourhood and the city” 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. 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/cartoon story, etc. that has no relation or connection to the current theme and does not require any knowledge of English (D2.5, SELS2.1, V12.1, LS2, LS4). INTEGRATION OF LANGUAGE SKILLS IN THE THEME All language skills (listening/watching-comprehension, reading-comprehension, speaking-expression, writing-expression, vocabulary selection and use, grammar selection and use, pronunciation selection and use) are used in an integrated way around “life in the neighbourhood and the city” and sub-themes “festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”, allowing students to build background knowledge through receptive skills before moving on to productive tasks throughout the theme. They are combined in a meaningful and purposeful way and are integrated to support the learning outcomes of the theme. Although they are sequenced from receptive to productive in the teaching-learning practices, they are always used in a closely linked way that means each activity builds on the previous one to promote language development and to increase communicative competence. The theme is characterised by a balanced integration of all the skills, where students engage with input (listening/watching-comprehension and reading-comprehension) and respond through output (speaking-expression and writing-expression) with the help of their vocabulary, grammar and phonological selection and use skills. ENG6.5.L1. PREPARING FOR LISTENING/WATCHING-COMPREHENSION: Having seen a visual about and having guessed the topic of “life in the neighbourhood and the city” during the background recall session, students can have a vision of the current theme as a general concept in the current (new) theme (D3.2, SELS1.1, V3.2, V10.3, V14.3, V16.2, LS1, LS4, CS2.11, CS2.16.2). So, a further concept check with listening/watching for gist activities including more guessing games using clues from some pictures, realia, short video clips etc. help them prepare for the current theme (CS2.6, CS2.8). For each theme, a digitally constructed story is used as the main context of the theme, and it is visited several times while going through the theme to cover target pronunciation, vocabulary, grammar, social language expressions, and semantic meaning of the whole theme (CS2.14). It is both an entry material and the main context to the whole theme at the same time. The teacher asks them whether their guesses during the background recall session were correct and also what they think the introductory digital story that they are going to watch could be about (CS2.8). As they have already seen a scene from a film about the theme and the pictures, realia, etc. they can easily answer what the current theme will be about and that their guesses were true (D1.2, D1.6, D2.3, D3.2,SELS1.2, V3.3, V3.4, V10.3, V14.3, V16.2, LS2, LS4, CS2.10, CS2.17). ENG6.5.L2. BRINGING INFORMATION TOGETHER THROUGH LISTENING/WATCHING: The teacher asks the students to watch the introductory digital story carefully, recalling the work done with visuals (the scene from a film, pictures, realia, or video clips about the theme shown earlier) (CS2.11). Students watch the introductory digital story to consolidate the identification of the “life in the neighbourhood and the city” in it as a whole (CS2.13) without stopping the video at any point, so that the students can understand the theme holistically (D3.2,SELS1.1, V3.3, V3.4, V10.3, V14.3, V16.2, LS2, LS4, CS2.14, CS2.16.2). ENG6.5.L3. MAKING MEANING THROUGH LISTENING/WATCHING-COMPREHENSION: To draw students’ attention to the content, some realia brought into the classroom by the teacher could be used (V10.3, V14.3, V16.2). The teacher could show the corresponding objects to the students when the corresponding vocabulary for the main components of the theme “life in the neighbourhood and the city” is mentioned in the introductory digital story, without stopping the video while the students watch the story (CS2.6). When they have watched the whole story, the teacher could show the realia items on the table and ask questions with two options (CS2.5). As one of the words is from the previous themes, students could hear, understand, recognise and learn the (new) target vocabulary for each main component of the theme easily (CS2.1). In this way, the teacher could engage in a dialogue with the whole class to check that they have recognised the components of the theme, and that they have understood each realia item is about one component (CS2.8). Further activities and games can be played at this stage to reinforce the general meaning of the theme through its main components (D1.1, D2.5, SELS2.1, V3.4, LS1, LS2, LS4). To check whether the students understand the general topic of the theme “life in the neighbourhood and the city” and remember the sequence of the scenes of the introductory digital story, the teacher shows an organiser with the mixed images/pictures of the scenes on the Smart Board and asks the students to look at the images/pictures of the scenes for a while (CS2.3). She/He then asks them to order the scenes in pairs in their seats with the mixed paper pictures she/he has already given to the students (SELS2.2, V3.4, V4.2, LS1, LS4, LS6). When the pairs have finished sorting the pictures for the scenes of the story, the teacher asks the students to take turns or volunteer to sort the scenes on the screen of the Smart Board (or the pictures on the blackboard) (SELS1.2, CS2.6, CS2.10). This will help the students to organise the story as a whole so that they can identify the main theme and the components of the theme from their memories (D1.2, D1.6, D2.3, V16.3, V20.4, CS2.12). ENG6.5.L4. REFLECTING ON THE LISTENING/ WATCHING PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole listening-watching process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3, V3.4). Some volunteer students express what they think and feel about them (CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS1.2, SELS2.2, V4.2, V4.3,V12.1, LS5, LS6). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V10.3). ENG6.5.P1. RECOGNITION OF TARGET PRONUNCIATION: To practise pronunciation of the new target words, word groups, language chunks, and social language expressions about the theme “life in the neighbourhood and the city” and the words and/or word groups for the sub-themes “festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” , the teacher asks the students to listen (to)/watch the whole or some extracts from the introductory digital story by noticing how words are pronounced (V3.3, V10.3, V14.3, V16.2, LS4, CS2.6). She/He asks them to repeat the word aloud when she/he stops the video for a word and says it. The teacher then asks the students to listen and repeat the same words aloud a few times as a whole class after listening to the recordings that she/he has prepared beforehand using some Web 2.0 programmes (LS2, CS2.16.3). The teacher could offer variations with some techniques such as showing the picture of the target word to the students to say the word or pointing to the corresponding picture when they hear the word from the recording, and then both (CS2.8). To help the students pronounce the words accurately, the teacher asks them to repeat each target word aloud a few times as a whole class after her/him or the recording, then in large groups, then in small groups and then again as volunteers (D3.2, D3.6, SELS1.2, SELS2.1, V4.2, V20.4, LS1, CS2.14). SELECTION AND USE OF TARGET PRONUNCIATION: Practice of pronunciation could be done with different forms of TPR, gamification and drama activities, e.g. first the teacher says the target words/word groups for the sub-themes “festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”, the students listen (CS2.9); then the teacher says the target words/ word groups and acts them out, the students repeat after her/him (SELS2.1, CS2.14). Then the teacher and the students say the target words/word groups and act them out together at the same time. Then the teacher says the words/word groups and acts them out. These activities can be done through the actions for the sub-themes (D2.3, D2.5, V3.3, V10.3, V14.3, V16.2). As a variation, they can also repeat the words after the teacher happily, sadly, angrily, etc. using different tones of voice (SELS2.3, CS2.8, CS2.11). They also practise for the target social language chunks using the same or similar techniques. During the repetitions, they point to relevant pictures that the teacher has placed in different places in the classroom (CS2.12). Some action sequences are also created in which the students can practise the social language in a fun way by repeating, pointing, miming, and acting out in several games (SELS2.1, V7.2, LS5, LS6, LS9). The teacher facilitates some activities with dialogues and games in which students can practice the target pronunciation by selecting and using them accurately, naturally, and authentically (CS3.1). Several fun pronunciation games could be played, such as shadow reading, bingo, odd one out, pronunciation maze, minimal pairs, rhyming games, and several sound drills (SELS2.2). The target sounds such as vowels, consonants, and diphthongs of the theme are practised through them (CS2.13). Their learning is evaluated as described in items (1) and (2) in the section 1.2. Principles for the Implementation of the English Curriculum (D1.2, D1.6, D2.5, V3.4, LS1, LS2, LS4). ENG6.5.R1 PREPARATION FOR THE READING-COMPREHENSION PROCESS: The teacher facilitates reading and writing 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. Reading is done in two ways in the theme by using the written version of the introductory digital story and additional reading texts in reading sections of the instructional material to be used (V3.2, LS2, LS4). Various reading styles including silent reading, speed reading, jigsaw reading and basic reading techniques including skimming, scanning, and reading for details during pre-reading, while-reading and post-reading phases are used in the theme (V3.4, LS1, CS2.3, CS2.6). The ultimate aim of reading practice is to enhance comprehension, improve fluency, develop pre-critical thinking skills and critical thinking skills and the ability to comprehend and talk/write about the content in a meaningful and communicative way (V3.3, V7.2, LS5, CS3.3). For the initial stage of reading, the teacher asks the students to look at the audio/visual/written elements (e.g. sound, voices, scenes, title of the text, written words) surrounding the written version of the contextual introductory story or a new text in the reading section of the instructional material to be used for skimming to recall the conceptual meanings they already have about the theme (CS2.8). At this stage, the teacher could ask the students to read the title of the theme and ask the students which words they already know, and which come to mind in connection with the title (SELS1.1, CS2.16.2). She/He reminds them not to ask the meanings of any new words or the words they do not know. She/He reminds them that this is just a guessing activity by using the words they know and that there is time to work on the new words of the new theme later (D3.2, D3.6, V3.4, CS2.10, CS2.12). ENG6.5.R2 BRINGING INFORMATION TOGETHER THROUGH READING: Students go on with a scanning activity to find out the most important details of the introductory digital story and/or a new text in the reading section which is organised to help students to know more about the reading content (CS2.6, CS2.7). In this way they could be able to recognise the main components of the theme that take place in the story/text. Students circle or tick the ones that they have heard, seen and scanned (quickly read) in the story (CS2.4). By doing so, they will be able to understand the story/text in general using the main elements (D3.2, D3.6, V3.3, V3.4, LS1). ENG6.5.R3. MAKING MEANING THROUGH READING: Then the teacher asks the students to do a jigsaw reading activity, so she/he shows the written version of the introductory digital story or the text in the reading section on the blackboard/Smart Board (or in any other teaching material). She/He asks the students to work in pairs to share the text (SELS2.2). One peer reads the first half of the text and the second peer reads the other half of the text in a given time (CS2.6). They are then asked to share what they have understood from their part with their peer, also in a given time. In this way, they talk about the whole story after reading it silently, in the jigsaw reading style (D2.4, D3.6, V3.4, V4.2, V16.2, LS1, LS6,CS2.8, CS2.9). Some speed-reading activities can be used to develop students’ reading and comprehension skills. These activities can be evaluated as explained in the item (6) in the section 1.2. Principles for the Implementation of the English Curriculum. After sharing their parts, students proceed with the activities for dealing with the target vocabulary, grammatical chunks, and semantic meaning relatively with the help of the teacher (CS2.14). For dealing with the semantic meaning, the teacher facilitates the lesson with meaningful activities including closed, semi-closed, free, open- ended, and communicative ones (SELS2.1). From display to communicative open-ended, various types of questions are used to understand the meaning of the text (SELS3.1, SELS3.2, CS2.6). During this process students work collaboratively to exchange information, thoughts, and feelings (D3.2, D3.7, V3.3, V7.2, V20.2, LS2, LS4, CS2.8). ENG6.5.R4. REFLECTING ON THE READING-COMPREHENSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole reading-comprehension process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3). Some volunteer students express what they think and feel about them (CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (D 2.3, D3.5, V4.2, V6.2, V10.3, V12.1, LS1, LS6). ENG6.5.V1. PREPARATION TO WORK ON THE TARGET VOCABULARY: At this stage, students remember what the theme is about through the activities that they have done during the background knowledge, pre-listening/ watching, and pre-reading sessions (SELS1.1). As they know the main topic, they get ready to deal with the main components and target vocabulary of the theme (V3.2, LS1). RECOGNITION OF THE TARGET VOCABULARY: A scanning activity to find out the main details of the introductory digital story (and/or a new text in the reading section) is organised to help students to know more about the content. This could help them identify what the target words in the text could be about. The activity could be designed by listing some important pictures, words or events about the main components of the theme that take place in the story/text. Students circle or tick the ones that they have heard, seen and scanned (quickly read) in the story. In this way, they will be able to understand the story/text in general by using the main elements and also be ready to work on the target vocabulary items (D3.2, D3.6, LS1, LS2, LS4, LS5, CS2.4, CS2.6, CS2.7). Then the students read the written version of the digital story again silently, (or the reading text in the reading section), to check whether they know any of the target vocabulary items about the theme (V10.3, V14.3, V16.2, CS2.8). They underline the words whose meaning they do not know while reading silently (CS2.17). Students say these words when they finish reading and the teacher writes these words on the Smart Board/blackboard/ white board as they say them. The teacher writes only the target words on the Smart Board/blackboard as active words that the students have said. She/He quickly deals with the non-target passive vocabulary items by using pictures, mimics, gestures, imitations, examples, etc. But she/he takes time to facilitate the teaching of the target words (D1.2, D1.6, D3.2, V3.3, V3.4, LS2, LS4,CS2.4, CS2.5, CS2.7). To introduce and practise the meanings of the target vocabulary related to the theme, that the students do not know, the teacher asks the students to watch the introductory digital story (or the video of the reading text if there is one) again. From the beginning, whenever a target item is mentioned, the teacher stops the video and asks several questions in the form of two options, one of which is a word from the previous themes that they already know (V10.3, V14.3, V16.2, CS2.16.1, CS2.6). By guessing what they are, the students hear the English equivalents of the words for the theme and they answer as a whole class in chorus. In this way, they are introduced to the meanings of the target words (D1.2, D1.6,D3.7, CS2.10). This is conducted in the form of a dialogue where their learning can be checked as described in items (SELS2.1) (7), (8), and (9) in the section 1.2. Principles for the Implementation of the English Curriculum (V3.3, V3.4, V10.3, V14.3, V16.2, LS1, LS2, LS4). After having watched the introductory digital story, the teacher shows some pictures for the sub-themes, on the walls as clues and says the words aloud several times in sentences by pointing to the pictures and the students repeat after her/him (D2.3, V10.3, V14.3, V16.2, CS2.6, CS2.11). In this way, the main vocabulary items of the theme are introduced to the students in English as described in item (3) in the section 1.2. Principles for the Implementation of the English Curriculum (V10.3, V14.3, V16.2). SELECTION AND USE OF TARGET VOCABULARY: The teacher can prepare an activity using the Web 2.0 programme with images/pictures, and symbolic images for some categories about the components of the theme “life in the neighbourhood and the city”. She/He also prepares mixed images/pictures for target vocabulary items for the activities which can be done in relation to the components. She/He asks the students to look at the mixed pile of images/pictures of the main components of the theme on the Smart Board screen and scan them for a while to remember them (V10.3, V14.3, V16.2, CS2.4). She/He explains to the students that the items will be placed under the correct category, but first she/he gives the students the cut-out pictures of the activities and a large sheet of paper with the categories written on it and the cutout pictures will be placed under each category correctly (V3.3, L2, LS4, CS2.5). The teacher asks them to work in pairs and place the cut-out pictures in the right category and ask each other some questions about the theme (D3.2, D3.8, SELS2.2, V10.3, V14.3,V16.2). When the students have finished working with the cut-out pictures and asking and answering questions about them, the teacher asks them to take turns or volunteer to go to the Smart Board and drag the corresponding images/pictures under the right category on the screen (SELS1.2, V3.4, V20.4, LS1, LS4, CS2.5). In this way, images/pictures that are relevant to the main concept and its components are consolidated through categorisation. This activity can be done with real pictures on the white/blackboard if there is a problem with technology. The teacher asks the students to copy the words next to the pictures they have pasted or drawn in their picture dictionaries and then asks them to exchange their picture dictionaries with their peers and check each other’s spelling (D3.2, SELS1.2, SELS2.2, V4.2, V4.3, V6.2, LS9). To consolidate the meaning, selection, and use of the new target vocabulary items, the teacher could organise activities and tasks using pictures, flashcards, sounds, realia, and any other materials to play games such as Bingo, Pelmanism, King’s game, Odd One out, Wordscapes, Scrabble, Pictionary, Letter Scramble, Acronyms, Charades etc. Games could be adapted according to the teacher’s objectives (pronunciation, spelling, meaning, selection, use etc.), age, interests and language level of the students (CS2.13). Students can be asked to create their own games to use the target vocabulary items in context (D2.5, D.3.3, SELS3.1, SELS3.2,V4.2, V4.4, V7.2, V10.3, V14.3, V16.2, LS9, CS2.20). Students’ learning can be checked as described in items (3), and (4) in the section 1.2. Principles for the Implementation of the English Curriculum. ENG6.5.G1 RECOGNITION OF TARGET GRAMMATICAL ITEMS: To draw the students’ attention to the target language chunks of the theme “life in the neighbourhood and the city”, the introductory digital story or an extract from it played so that the students can notice the target language chunks (D3.2, CS2.2). While watching the introductory digital story, the teacher stops at the scenes where the target language chunks are used. She/He imitates the action by showing the scene, saying the chunk, and asking the students to do the same (V3.2, LS2, CS2.14). She/he could hold up large pictures corresponding to the chunks when they are mentioned in the digital story to draw the students’ attention. The sentences with the target chunks are also written and placed on the Smart Board/blackboard/ whiteboard. The teacher also points to these sentences while pointing to the scenes in the story where they appear. There is no analysis or teaching of grammatical structures at this stage. Students can automatically and naturally identify the use of the target language chunks in the current context created in the introductory digital story without working on any rules or structures (SELS3.1, V3.4, LS1, LS4, CS2.3, CS2.4, CS2.16.2). To check the students’ identification of the target language chunks, after the students have finished watching the introductory digital story, the teacher asks them to read the sentences with the target language chunks written by the teacher on the Smart Board /blackboard/whiteboard and asks them to find the same or similar sentences in the written version of the introductory digital story or another text that is shown on the Smart Board (D3.2, SELS3.2, V3.3). She/He also asks them to find the same or similar sentences with these chunks which are given in different types of tables prepared by the teacher (CS2.7). These tables do not include any explanations of grammatical rules, explanations, or formulas, and they only contain example sentences with target chunks in which important words with the target grammar are written in bold or different colours to attract students’ attention. The teacher asks them to look at the words in bold or in different colours and asks students to examine them (CS2.9). Then the teacher asks the students to copy these sentences with target chunks written in bold or different colours into their notebooks. The teacher asks the students to make very similar sentences using the target words and asks them to share their sentences with each other in pairs, and then with the class (SELS2.2, SELS3.2, D3.2, V4.2, CS2.13,CS2.14, CS2.16.1, CS2.16.2). Both the teacher and the class members give feedback to the students as they say their sentences (CS2.19). The teacher gives all students a checklist with simple symbols to evaluate each other’s work as explained in the items (5) and (6) in the section 1.2. Principles for the Implementation of the English Curriculum (V4.3, V6.2, V10.3, LS6). SELECTION AND USE OF THE TARGET GRAMMAR: To facilitate students’ further practice with the target language chunks in the theme “life in the neighbourhood and the city”, the teacher shows some other sentences with these chunks in another context such as a short story, a short paragraph, and a short dialogue etc. and asks students to find the sentences with the target chunks in them and asks if they understand them (SELS3.2, V3.3, V10.3, V14.3, V16.2, CS2.4, CS2.6, CS2.8). She/He gives some written activities and exercises to practise the target chunks in context. She/He also facilitates more fun activities and as described in items (5), (8), (9), and (10) in the section 1.2. Principles for the Implementation of the English Curriculum. To consolidate the target language chunks, the teacher organises different fun activity and game bundles that the students can practise and consolidate them (CS2.13) where their learning can be checked as described in item (10) in the section 1.2. Principles for the Implementation of the English Curriculum (D2.5, V4.4). ENG6.5.W1. PREPARATION FOR THE WRITING-EXPRESSION SESSION: Practising through writing: Writing activities help students to produce and display meaningful written language for their personal expression and communication with others, by using language including target words, grammatical structures in use and the social language in this theme, as in other themes (V3.2, V10.3, V14.3, V16.2). ENG6.5.W2. RECOGNISING THE MODEL: Initially, students produce very limited and short pieces of writing such as sentences to practise the language including the target vocabulary and grammatical structures, after hearing and seeing them through listening and reading activities in the theme “life in the neighbourhood and the city”. They practise the language in a more controlled way in the beginning, by writing to repeat or simply explain what they hear and see in context and what they are asked to do. They are provided a written model/ example to copy to be able to notice significant points and elements in it (SELS3.1). While copying a short model writing, they become aware of the aspects such as the use of words, language chunks, punctuation, spelling and so on (D3.1, V3.4, LS1, CS2.4, CS2.16.3). ENG6.5.W3. CREATING THE WRITING CONTENT: Controlled writing of words and sentences turns to short paragraphs in a process writing manner with the support of the teacher’s feedback in the theme. This process is expanded and supported by several practical 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 (D1.3, D3.1, SELS3.2,V3.4, V4.4, V7.2, LS2, LS4, LS9, CS2.20). ENG6.5.W4. CONSTRUCTING AND PRACTISING WRITING: Storification and gamification techniques are actively and extensively used for further writing practice tasks. Students are encouraged to produce a variety of written products such as sentences, acronyms, paragraphs, messages, posters, e-mails, quotes, poems, songs, projects, scripts for plays, diaries/journals, blogs, very short film scenarios, etc. to express their ideas, thoughts, and feelings (D2.5, D3.3, SELS3.2, CS2.13). All the content is expected to be contextual, practical, authentic, real, and appropriate to the students’ interests and language level (V3.4, V7.2, V12.1, LS1, LS4, LS9). ENG6.5.W5. RECONSTRUCTING AND COMMUNICATING THROUGH WRITING: Students interact and communicate with peers and/or other people inside or outside school by using the language including the target words, language chunks, and the social language for the theme in their writing (SELS2.2, SELS2.3, V3.4, V4.2, V10.3, V14.3, V16.2, LS9, 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 at school and at home in a variety of ways (D3.3, SELS3.2, SELS3.3 ,V7.2, LS2, CS2.20). These activities are evaluated as described in items (11) and (12) in the section 1.2. Principles for the Implementation of the English Curriculum. ENG6.5.W6. REFLECTING ON THE WRITING-EXPRESSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole writing-expression process and asks them to express their thoughts, ideas, and feelings about the process. Some volunteer students express what they think and feel about them (D1.5, SELS1.3, CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V4.3, V6.2, V10.3, V20.4, LS1, LS6). ENG6.5.S1. PREPARATION FOR SPEAKING: The teacher facilitates speaking activities throughout the theme from the first lesson to the end. Speaking activities enhance students’ learning and help them produce and display meaningful language for personal expression and communication with others by using the language including the target words, grammatical structures in use and the social language expressions of the theme about “life in the neighbourhood and the city with festivals and events (sports, music, arts) inthe neighbourhood and city; transportation in the neighbourhood and the city” (V3.2, V3.4,V10.3, V14.3, V16.2). ENG6.5.S2 RECOGNISING AND USING THE MODEL: In the beginning, through listening/watching and reading, students recognise how the language with the target language items is used (CS2.6). They practise the language in a controlled way, by telling, repeating, explaining what they hear and see in the context (D1.3, D3.2, SELS3.1, V3.3, LS1, LS2, LS4, CS2.4). ENG6.5.S3 CONSTRUCTING SPOKEN CONTENT: In the later stages of the lessons after controlled practice sessions, the teacher creates new contexts in the form of new written/photo-picture strip/pantomime/video stories, dialogues etc. as new opportunities for the students to talk about them for practising further through questions, explanations, inferences etc (D1.3, SELS3.2, V3.4, V4.2, V7.2, V12.1, LS1, LS4, LS9, CS2.13). ENG6.5.S4. CONSTRUCTING SPOKEN MATERIALS: Students are encouraged to produce several spoken products related to the extended contexts such as dialogues, speeches, presentations, short texts etc. to interact with peers and/or other people in or outside the school by using the language including the target words, language grammar in use, and the social language for the theme “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” (SELS2.2, SELS3.2, V4.2, V10.3, V14.3, V16.2, 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 at school and at home through recordings (D1.2, D1.6, D3.3, V7.2,LS2, LS9, CS2.20). ENG6.5.S5. RECONSTRUCTING AND COMMUNICATING THROUGH SPEAKING: Students communicate with each other by seeing/hearing/reading/using the language including the target words and grammatical structures related to the theme “life in the neighbourhood and the city” in fun, enjoyable, varied, and versatile activities (SELS2.3, CS2.20). Picture strip stories can be used at the end of each theme to provide a consolidation and revision (V3.4, V4.2, V12.1, LS1, LS4, LS9, CS2.13, CS2.14). These new contents created are contextual, practical, authentic, real, and appropriate to the students’ age, interests, and language level. Storification and gamification techniques are actively and extensively used together with other further speaking practice throughout the theme. Students are encouraged to produce several spoken products related to the extended contexts such as dialogues, speeches, presentations, short texts etc. to interact and to communicate with peers and/or other people in or outside the school by using the language including the target words, language grammar in use, and the social language for the theme and its components such as “festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” (V3.4, V4.2,V10.3, V14.3, V16.2, LS4, V10.3, V14.3, V16.2, CS3.1, 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 at school and at home through recordings (D2.5, D3.3, SELS3.3, V7.2, LS2, CS2.20). These are evaluated as described in items (7), (8), (9), and (10) in the section 1.2. Principles for the Implementation of the English Curriculum. Then they can expand their language use and practise by communicating with others. ENG6.5.S6. REFLECTING ON THE SPEAKING-EXPRESSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole speaking-expression process and asks them to express their thoughts, ideas, and feelings about the process. Some volunteer students express what they think and feel about them (SELS1.3, CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V4.3, V6.2, V10.3, V20.4, LS1, LS6).

Objective: To practise talking about complex directions in English by using the prepositions of place in a fun and interactive treasure hunt game. Activity title: Treasure Hunt Adventure The teacher divides the class into small groups (3-4 students each) and tells them that they are going on an exciting treasure hunt. She/He gives each group a Treasure Hunt Map ( a hand-drawn or printed map of a fictional place like a pirate island, a mysterious castle, a hidden city with various landmarks and locations) and a set of Treasure Clue Cards (cards with clues or directions that lead students to the next location or object in the hunt).The cards describe where the next clue or “treasure” (a small object hidden on the map) is located using prepositions of place. Each group goes on a treasure hunt and follows the clues and describes where objects or locations are according to the prepositions of place. The teacher reads the first clue aloud to the class. For example: “The treasure is under the big tree near the castle”. Groups discuss and figure out the location based on the clue. Students describe the position of the treasure on their map, using the correct prepositions of place. For example: “The treasure is under the big tree”. Once they find the location of the treasure, they check their answer with the teacher. If they are correct, they receive the next clue to continue the hunt. As groups move through the map, they encounter more clues with complex prepositions (e.g., “The hidden door is between the bookshelf and the window” or “The key is behind the painting in the corridor”). The first group to solve all the clues and find the final treasure (a hidden object somewhere in the room or on the map) wins the game. Once all the groups have completed the treasure hunt, ask them to share their favourite clues or most difficult clues with the class. The teacher praises students for their teamwork and creativity during the hunt. Students reflect on their thoughts and feelings about the activity.

Objective: To practise talking about complex directions in English by using the prepositions of place in a fun and interactive treasure hunt game. Activity title: Treasure Hunt Adventure The teacher divides the class into small groups (3-4 students each) and tells them that they are going on an exciting treasure hunt. The teacher hides a small object, such as a coin, or sticker that will be the final treasure in the classroom or in a specific area. Clue cards are also placed in different spots, each one leading to the next clue. Each clue describes the location of the next clue using a preposition of place. For example: “The treasure is under the desk”, “Look behind the door”. The teacher gives the class the first clue aloud. For example: “The treasure is under the table”. Students follow the clue and find the location described using prepositions. When students find the correct location (e.g., under the table), they read the next clue. Example: “The next clue is behind the bookshelf”. As students move from one location to the next, they describe where things are located using prepositions, such as: “The book is on the shelf”. The first group to find the final treasure wins the game Once the treasure is found, the teacher reviews the prepositions of the place used during the activity and discusses any mistakes. She/He provides feedback and praises students for their participation and teamwork Students reflect on their thoughts and feelings about the activity.

Students can recall the current (theme) concept of “life in the world and culture” and its components such as “countries, nationalities, and languages in the world; food types and events from different parts of the world” 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 current theme in English without translating anything until they start learning the target words in the current (new) concept in English. To remind them of the pre-existing background knowledge they already have about the current concept, various materials such as short scene from a film, series, a part from a story, a poster etc. which is appropriate to the age, level, and pedagogy could be used before the main teaching/learning flow of the class begins. They would give a general idea of the theme. Students are facilitated with the relevant materials through various activities. When they have finished working on it, the teacher asks them in English if they understood what it was about. For checking their understanding, she/he can design several activities. For instance, they can write a related word that they know in English on a piece of paper and put it in the jar/box that she/he has prepared. Alternative ways can be tried. The teacher asks them to 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. Learning-Teaching Practices WARM-UP TO THE WHOLE THEME (WELL-BEING) Before starting to work on the theme “life in the world and culture” 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 wellbeing. 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/cartoon story, etc. that has no relation or connection to the current theme and does not require any knowledge of English (D2.5, SELS2.1, V12.1, LS2, LS4). INTEGRATION OF LANGUAGE SKILLS IN THE THEME All language skills (listening/watching-comprehension, reading-comprehension, speaking-expression, writing-expression, vocabulary selection and use, grammar selection and use, pronunciation selection and use) are used in an integrated way around “life in the world and culture” and sub-themes “countries, nationalities, and languages in the world; food types and events from different parts of the world”, allowing students to build background knowledge through receptive skills before moving on to productive tasks throughout the theme. They are combined in a meaningful and purposeful way and are integrated to support the learning outcomes of the theme. Although they are sequenced from receptive to productive in the teaching-learning practices, they are always used in a closely linked way that means each activity builds on the previous one to promote language development and to increase communicative competence. The theme is characterised by a balanced integration of all the skills, where students engage with input (listening/ watching-comprehension and reading-comprehension) and respond through output (speaking-expression and writing-expression) with the help of their vocabulary, grammar and phonological selection and use skills. ENG6.6.L1. PREPARING FOR LISTENING/WATCHING-COMPREHENSION: Having seen a visual about and having guessed the topic of “life in the world and culture” during the background recall session, students can have a vision of the current theme as a general concept in the current (new) theme (D3.2,SELS1.1, V3.2, V3.3, V4.5, LS1, LS4, CS2.11, CS2.16.2). So, a further concept check with listening/watching for gist activities including more guessing games using clues from some pictures, realia, short video clips etc. help them prepare for the current theme (CS2.6, CS2.8). For each theme, a digitally constructed story is used as the main context of the theme, and it is visited several times while going through the theme to cover target pronunciation, vocabulary, grammar, social language expressions, and semantic meaning of the whole theme (CS2.14). It is both an entry material and the main context to the whole theme at the same time. The teacher asks them whether their guesses during the background recall session were correct and also what they think the introductory digital story that they are going to watch could be about (CS2.8). As they have already seen a scene from a film about the theme and the pictures, realia, etc. they can easily answer what the current theme will be about and that their guesses were true (D1.2, D1.6, D2.3, D3.2, SELS1.2, V3.3, V3.4, V3.3,V4.5, LS2, LS4, CS2.10, CS2.17). ENG6.6.L2. BRINGING INFORMATION TOGETHER THROUGH LISTENING/WATCHING: The teacher asks the students to watch the introductory digital story carefully, recalling the work done with visuals (the scene from a film, pictures, realia, or video clips about the theme shown earlier) (CS2.11). Students watch the introductory digital story to consolidate the identification of the theme“life in the world and culture” in it as a whole (CS2.13) without stopping the video at any point, so that the students can understand the theme holistically (D3.2, SELS1.1, V3.3,V3.4, V3.3, V4.5, LS2, LS4, CS2.14, CS2.16.2). ENG6.6.L3. MAKING MEANING THROUGH LISTENING/WATCHING-COMPREHENSION: To draw students’ attention to the content, some realia brought into the classroom by the teacher could be (V3.3,V4.5). The teacher could show the corresponding objects to the students when the corresponding vocabulary for the main components of the theme “life in the world and culture” is mentioned in the introductory digital story, without stopping the video while the students watch the story (CS2.6). When they have watched the whole story, the teacher could show the realia items on the table and ask questions with two options (CS2.5). As one of the words is from the previous themes, students could hear, understand, recognise and learn the (new) target vocabulary for each main component of the theme easily (CS2.1). In this way, the teacher could engage in a dialogue with the whole class to check that they have recognised the components of the theme, and that they have understood each realia item is about one component (CS2.8). Further activities and games can be played at this stage to reinforce the general meaning of the theme through its main components (D1.1, D2.5, SELS2.1, V3.4, LS1, LS2, LS4). To check whether the students understand the general topic of the theme “life in the world and culture” and remember the sequence of the scenes of the introductory digital story, the teacher shows an organiser with the mixed images/pictures of the scenes on the Smart Board and asks the students to look at the images/ pictures of the scenes for a while (CS2.3). She/He then asks them to order the scenes in pairs in their seats with the mixed paper pictures she/he has already given to the students (SELS2.2, V3.4, V4.2, LS1, LS4, LS6). When the pairs have finished sorting the pictures for the scenes of the story, the teacher asks the students to take turns or volunteer to sort the scenes on the screen of the Smart Board (or the pictures on the blackboard) (SELS1.2, CS2.6, CS2.10). This will help the students to organise the story as a whole so that they can identify the main theme and the components of the theme from their memories (D1.2, D1.6, D2.3, V16.3, V20.4, CS2.12). ENG6.6.L4. REFLECTING ON THE LISTENING/ WATCHING PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole listening-watching process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3, V3.4). Some volunteer students express what they think and feel about them (CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS1.2, SELS2.2, V4.2, V4.3, V12.1, LS5, LS6). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V10.3). ENG6.6.P1. RECOGNITION OF TARGET PRONUNCIATION: To practise pronunciation of the new target words, word groups, language chunks, and social language expressions about the theme “life in the world and culture” and the words and/or word groups for the sub-themes “countries, nationalities, and languages in the world; food types and events from different parts of the world” ,the teacher asks the students to listen (to)/watch the whole or some extracts from the introductory digital story by noticing how words are pronounced V3.3, V3.3, V4.5 LS4, CS2.6). She/He asks them to repeat the word aloud when she/he stops the video for a word and says it. The teacher then asks the students to listen and repeat the same words aloud a few times as a whole class after listening to the recordings that she/he has prepared beforehand using some Web 2.0 programmes (LS2, CS2.16.3). The teacher could offer variations with some techniques such as showing the picture of the target word to the students to say the word or pointing to the corresponding picture when they hear the word from the recording, and then both (CS2.8). To help the students pronounce the words accurately, the teacher asks them to repeat each target word aloud a few times as a whole class after her/ him or the recording, then in large groups, then in small groups and then again as volunteers (D3.2, D3.6, SELS1.2, SELS2.1, V4.2, V20.4, LS1, CS2.14). SELECTION AND USE OF TARGET PRONUNCIATION: Practice of pronunciation could be done with different forms of TPR, gamification and drama activities, e.g. first the teacher says the target words/word groups for the sub-themes “countries, nationalities, and languages in the world; food types and events from different parts of the world”, the students listen (CS2.9); then the teacher says the target words/word groups and acts them out, the students repeat after her/him (SELS2.1, CS2.14). Then the teacher and the students say the target words/word groups and act them out together at the same time. Then the teacher says the words/word groups and acts them out. These activities can be done through the actions for the sub-themes (D2.3, D2.5, V3.3, V3.3, V4.5).As a variation, they can also repeat the words after the teacher happily, sadly, angrily, etc. using different tones of voice (SELS2.3, CS2.8, CS2.11). They also practise for the target social language chunks using the same or similar techniques. During the repetitions, they point to relevant pictures that the teacher has placed in different places in the classroom (CS2.12). Some action sequences are also created in which the students can practise the social language in a fun way by repeating, pointing, miming, and acting out in several games (SELS2.1, V7.2, LS5, LS6, LS9). The teacher facilitates some activities with dialogues and games in which students can practice the target pronunciation by selecting and using them accurately, naturally, and authentically (CS3.1). Several fun pronunciation games could be played, such as shadow reading, bingo, odd one out, pronunciation maze, minimal pairs, rhyming games, and several sound drills (SELS2.2). The target sounds such as vowels, consonants, and diphthongs of the theme are practised through them (CS2.13). Their learning is evaluated as described in items (1) and (2) in the section 1.2. Principles for the Implementation of the English Curriculum. (D1.2, D1.6, D2.5, V3.4, LS1, LS2, LS4). ENG6.6.R1 PREPARATION FOR THE READING-COMPREHENSION PROCESS: The teacher facilitates reading and writing 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. Reading is done in two ways in the theme by using the written version of the introductory digital story and additional reading texts in reading sections of the instructional material to be used (V3.2, LS2, LS4). Various reading styles including silent reading, speed reading, jigsaw reading and basic reading techniques including skimming, scanning, and reading for details during pre-reading, while-reading and post-reading phases are used in the theme (V3.4, LS1, CS2.3, CS2.6). The ultimate aim of reading practice is to enhance comprehension, improve fluency, develop pre-critical thinking skills and critical thinking skills and the ability to comprehend and talk/write about the content in a meaningful and communicative way (V3.3, V7.2, LS5, CS3.3). For the initial stage of reading, the teacher asks the students to look at the audio/visual/written elements (e.g. sound, voices, scenes, title of the text, written words) surrounding the written version of the contextual introductory story or a new text in the reading section of the instructional material to be used for skimming to recall the conceptual meanings they already have about the theme (CS2.8). At this stage, the teacher could ask the students to read the title of the theme and ask the students which words they already know, and which come to mind in connection with the title (SELS1.1, CS2.16.2). She/He reminds them not to ask the meanings of any new words or the words they do not know. She/He reminds them that this is just a guessing activity by using the words they know and that there is time to work on the new words of the new theme later (D3.2, D3.6, V3.4, CS2.10, CS2.12). ENG6.6.R2 BRINGING INFORMATION TOGETHER THROUGH READING: Students go on with a scanning activity to find out the most important details of the introductory digital story and/or a new text in the reading section which is organised to help students to know more about the reading content (CS2.6, CS2.7). In this way they could be able to recognise the main components of the theme that take place in the story/text. Students circle or tick the ones that they have heard, seen and scanned (quickly read) in the story (CS2.4). By doing so, they will be able to understand the story/text in general using the main elements (D3.2, D3.6, V3.3, V3.4, LS1). ENG6.6.R3. MAKING MEANING THROUGH READING: Then the teacher asks the students to do a jigsaw reading activity, so she/he shows the written version of the introductory digital story or the text in the reading section on the blackboard/Smart Board (or in any other teaching material). She/He asks the students to work in pairs to share the text (SELS2.2). One peer reads the first half of the text and the second peer reads the other half of the text in a given time (CS2.6). They are then asked to share what they have understood from their part with their peer, also in a given time. In this way, they talk about the whole story after reading it silently, in the jigsaw reading style (D2.4, D3.6, V3.4, V4.2, V16.2, LS1, LS6,CS2.8, CS2.9). Some speed-reading activities can be used to develop students’ reading and comprehension skills. These activities can be evaluated as explained in the item (6) in the section 1.2. Principles for the Implementation of the English Curriculum. After sharing their parts, students proceed with the activities for dealing with the target vocabulary, grammatical chunks, and semantic meaning relatively with the help of the teacher (CS2.14). For dealing with the semantic meaning, the teacher facilitates the lesson with meaningful activities including closed, semi-closed, free, open-ended, and communicative ones (SELS2.1). From display to communicative open-ended, various types of questions are used to understand the meaning of the text (SELS3.1, SELS3.2, CS2.6). During this process students work collaboratively to exchange information, thoughts, and feelings (D3.2, D3.7, V3.3, V7.2, V20.2, LS2, LS4, CS2.8). ENG6.6.R4. REFLECTING ON THE READING-COMPREHENSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole reading-comprehension process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3). Some volunteer students express what they think and feel about them (CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (D2.3, D3.5, V4.2, V6.2, V10.3, V12.1, LS1, LS6). ENG6.6.V1. PREPARATION TO WORK ON THE TARGET VOCABULARY: At this stage, students remember what the theme is about through the activities that they have done during the background knowledge, pre-listening/ watching, and pre-reading sessions (SELS1.1). As they know the main topic, they get ready to deal with the main components and target vocabulary of the theme (V3.2, LS1). RECOGNITION OF THE TARGET VOCABULARY: A scanning activity to find out the main details of the introductory digital story (and/or a new text in the reading section) is organised to help students to know more about the content. This could help them identify what the target words in the text could be about. The activity could be designed by listing some important pictures, words or events about the main components of the theme that take place in the story/text. Students circle or tick the ones that they have heard, seen and scanned (quickly read) in the story. In this way, they will be able to understand the story/text in general by using the main elements and also be ready to work on the target vocabulary items (D3.2, D3.6, LS1, LS2, LS4, LS5, CS2.4, CS2.6, CS2.7).Then the students read the written version of the digital story again silently, (or the reading text in the reading section), to check whether they know any of the target vocabulary items about the theme (V3.3, V4.5, CS2.8). They underline the words whose meaning they do not know while reading silently (CS2.17). Students say these words when they finish reading and the teacher writes these words on the Smart Board/blackboard/ white board as they say them. The teacher writes only the target words on the Smart Board/blackboard as active words that the students have said. She/He quickly deals with the non-target passive vocabulary items by using pictures, mimics, gestures, imitations, examples, etc. But she/he takes time to facilitate the teaching of the target words (D1.2, D1.6, D3.2, V3.3, V3.4, LS2, LS4,CS2.4, CS2.5, CS2.7). To introduce and practise the meanings of the target vocabulary related to the theme, that the students do not know, the teacher asks the students to watch the introductory digital story (or the video of the reading text if there is one) again. From the beginning, whenever a target item is mentioned, the teacher stops the video and asks several questions in the form of two options, one of which is a word from the previous themes that they already know (V3.3, V4.5, CS2.16.1, CS2.6). By guessing what they are, the students hear the English equivalents of the words for the theme and they answer as a whole class in chorus. In this way, they are introduced to the meanings of the target words (D1.2, D1.6,D3.7, CS2.10). This is conducted in the form of a dialogue where their learning can be checked as described in items (SELS2.1) (7), (8), and (9) in the section 1.2. Principles for the Implementation of the English Curriculum (V3.3, V3.4, V3.3, V4.5, LS1, LS2). After having watched the introductory digital story, the teacher shows some pictures for the sub-themes, on the walls as clues and says the words aloud several times in sentences by pointing to the pictures and the students repeat after her/him (D2.3, V3.3, V4.5 CS2.6, CS2.11). In this way, the main vocabulary items of the theme are introduced to the students in English as described in item (3) in the section 1.2. Principles for the Implementation of the English Curriculum (V3.3, V4.5). SELECTION AND USE OF TARGET VOCABULARY: The teacher can prepare an activity using the Web 2.0 programme with images/pictures, and symbolic images for some categories about the components of the theme “life in the world and culture”. She/He also prepares mixed images/pictures for target vocabulary items for the activities which can be done in relation to the components. She/He asks the students to look at the mixed pile of images/pictures of the main components of the theme on the Smart Board screen and scan them for a while to remember them (V4.5, V14.3, V16.3, V19.1, V19.2, LS5, LS6, CS2.4). She/He explains to the students that the items will be placed under the correct category, but first she/he gives the students the cut-out pictures of the activities and a large sheet of paper with the categories written on it and the cutout pictures will be placed under each category correctly (V3.3, L2, LS4, CS2.5). The teacher asks them to work in pairs and place the cut-out pictures in the right category and ask each other some questions about the theme (D3.2, D3.8, SELS2.2, V3.3, V4.5). When the students have finished working with the cut-out pictures and asking and answering questions about them, the teacher asks them to take turns or volunteer to go to the Smart Board and drag the corresponding images/pictures under the right category on the screen (SELS1.2, V3.4, V20.4, LS1, LS4, CS2.5). In this way, images/pictures that are relevant to the main concept and its components are consolidated through categorisation. This activity can be done with real pictures on the white/blackboard if there is a problem with technology. The teacher asks the students to copy the words next to the pictures they have pasted or drawn in their picture dictionaries and then asks them to exchange their picture dictionaries with their peers and check each other’s spelling (D3.2, SELS1.2, SELS2.2, V4.2, V4.3, V6.2, LS9). To consolidate the meaning, selection, and use of the new target vocabulary items, the teacher could organise activities and tasks using pictures, flashcards, sounds, realia, and any other materials to play games such as Bingo, Pelmanism, King’s game, Odd One out, Wordscapes, Scrabble, Pictionary, Letter Scramble, Acronyms, Charades etc. Games could be adapted according to the teacher’s objectives (pronunciation, spelling, meaning, selection, use etc.), age, interests and language level of the students (CS2.13). Students can be asked to create their own games to use the target vocabulary items in context (D2.5, D.3.3, SELS3.1, SELS3.2, V4.2, V4.4, V7.2, V3.3, V4.5, LS9, CS2.20). Students’ learning can be checked as described in items (3), and (4) in the section 1.2. Principles for the Implementation of the English Curriculum. ENG6.6.G1 RECOGNITION OF TARGET GRAMMATICAL ITEMS: To draw the students’ attention to the target language chunks of the theme “life in the world and culture”, the introductory digital story or an extract from it played so that the students can notice the target language chunks (D3.2, CS2.2). While watching the introductory digital story, the teacher stops at the scenes where the target language chunks are used. She/He imitates the action by showing the scene, saying the chunk, and asking the students to do the same (V3.2, LS2, CS2.14). She could hold up large pictures corresponding to the chunks when they are mentioned in the digital story to draw the students’ attention. The sentences with the target chunks are also written and placed on the Smart Board/blackboard/ whiteboard. The teacher also points to these sentences while pointing to the scenes in the story where they appear. There is no analysis or teaching of grammatical structures at this stage. Students can automatically and naturally identify the use of the target language chunks in the current context created in the introductory digital story without working on any rules or structures (SELS3.1, V3.4, LS1, LS4, CS2.3, CS2.4, CS2.16.2). To check the students’ identification of the target language chunks, after the students have finished watching the introductory digital story, the teacher asks them to read the sentences with the target language chunks written by the teacher on the Smart Board /blackboard/ whiteboard and asks them to find the same or similar sentences in the written version of the introductory digital story or another text that is shown on the Smart Board (D3.2, SELS3.2, V3.3). She/He also asks them to find the same or similar sentences with these chunks which are given in different types of tables prepared by the teacher (CS2.7). These tables do not include any explanations of grammatical rules, explanations, or formulas, and they only contain example sentences with target chunks in which important words with the target grammar are written in bold or different colours to attract students’ attention. The teacher asks them to look at the words in bold or in different colours and asks students to examine them (CS2.9). Then the teacher asks the students to copy these sentences with target chunks written in bold or different colours into their notebooks. The teacher asks the students to make very similar sentences using the target words and asks them to share their sentences with each other in pairs, and then with the class (SELS2.2, SELS3.2, D3.2, V4.2, CS2.13,CS2.14, CS2.16.1, CS2.16.2). Both the teacher and the class members give feedback to the students as they say their sentences (CS2.19). The teacher gives all students a checklist with simple symbols to evaluate each other’s work as explained in the items (5) and (6) in the section 1.2. Principles for the Implementation of the English Curriculum (V4.3, V6.2, V10.3, LS6). SELECTION AND USE OF THE TARGET GRAMMAR: To facilitate students’ further practice with the target language chunks in the theme “life in the world and culture”, the teacher shows some other sentences with these chunks in another context such as a short story, a short paragraph, and a short dialogue etc. and asks students to find the sentences with the target chunks in them and asks if they understand them (SELS3.2, V3.3, V3.3, V4.5, CS2.4, CS2.6, CS2.8). She/He gives some written activities and exercises to practise the target chunks in context. She/He also facilitates more fun activities and as described in items (5), (8), (9), and (10) in the section 1.2. Principles for the Implementation of the English Curriculum. To consolidate the target language chunks, the teacher organises different fun activity and game bundles that the students can practise and consolidate them (CS2.13) where their learning can be checked as described in item (10) in the section 1.2. Principles for the Implementation of the English Curriculum (D2.5, V4.4). ENG6.6.W1. PREPARATION FOR THE WRITING-EXPRESSION SESSION: Practising through writing: Writing activities help students to produce and display meaningful written language for their personal expression and communication with others, by using language including target words, grammatical structures in use and the social language in this theme, as in other themes (V3.2, V3.3, V4.5). ENG6.6.W2. RECOGNISING THE MODEL: Initially, students produce very limited and short pieces of writing such as sentences to practise the language including the target vocabulary and grammatical structures, after hearing and seeing them through listening and reading activities in the theme “life in the world and culture”. They practise the language in a more controlled way in the beginning, by writing to repeat or simply explain what they hear and see in context and what they are asked to do. They are provided a written model/example to copy to be able to notice significant points and elements in it (SELS3.1). While copying a short model writing, they become aware of the aspects such as the use of words, language chunks, punctuation, spelling and so on (D3.1, V3.4, LS1, CS2.4, CS2.16.3). ENG6.6.W3. CREATING THE WRITING CONTENT: Controlled writing of words and sentences turns to short paragraphs in a process writing manner with the support of the teacher’s feedback in the theme. This process is expanded and supported by several practical 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 (D1.3, D3.1, SELS3.2,V3.4, V4.4, V7.2, LS2, LS4, LS9, CS2.20). ENG6.6.W4. CONSTRUCTING AND PRACTISING WRITING: Storification and gamification techniques are actively and extensively used for further writing practice tasks. Students are encouraged to produce a variety of written products such as sentences, acronyms, paragraphs, messages, posters, e-mails, quotes, poems, songs, projects, scripts for plays, diaries/journals, blogs, very short film scenarios, etc. to express their ideas, thoughts, and feelings (D2.5, D3.3, SELS3.2, CS2.13). All the content is expected to be contextual, practical, authentic, real, and appropriate to the students’ interests and language level (V3.4, V7.2, V12.1, LS1, LS4, LS9). ENG6.6.W5. RECONSTRUCTING AND COMMUNICATING THROUGH WRITING: Students interact and communicate with peers and/or other people inside or outside school by using the language including the target words, language chunks, and the social language for the theme in their writing (SELS2.2, SELS2.3, V3.4, V4.2, V3.3, V4.5, LS9, 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 at school and at home in a variety of ways (D3.3, SELS3.2, SELS3.3,V7.2, LS2, CS2.20). These activities are evaluated as described in items (11) and (12) in the section 1.2. Principles for the Implementation of the English Curriculum. ENG6.6.W6. REFLECTING ON THE WRITING-EXPRESSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole writing-expression process and asks them to express their thoughts, ideas, and feelings about the process. Some volunteer students express what they think and feel about them (D1.5, SELS1.3, CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V4.3, V6.2, V10.3, V20.4, LS1, LS6). ENG6.6.S1. PREPARATION FOR SPEAKING: The teacher facilitates speaking activities throughout the theme from the first lesson to the end. Speaking activities enhance students’ learning and help them produce and display meaningful language for personal expression and communication with others by using the language including the target words, grammatical structures in use and the social language expressions of the theme (V3.2, V3.4, V3.3, V4.5). ENG6.6.S2 RECOGNISING AND USING THE MODEL: In the beginning, through listening/watching and reading, students recognise how the language with the target language items is used (CS2.6). They practise the language in a controlled way, by telling, repeating, explaining what they hear and see in the context (D1.3, D3.2, SELS3.1, V3.3, LS1, LS2, LS4, CS2.4). ENG6.6.S3 CONSTRUCTING SPOKEN CONTENT: In the later stages of the lessons after controlled practice sessions, the teacher creates new contexts in the form of new written/photo-picture strip/pantomime/video stories, dialogues etc. as new opportunities for the students to talk about them for practising further through questions, explanations, inferences etc (D1.3, SELS3.2, V3.4, V4.2, V7.2, V12.1, LS1, LS4, LS9, CS2.13). ENG6.6.S4. CONSTRUCTING SPOKEN MATERIALS: Students are encouraged to produce several spoken products related to the extended contexts such as dialogues, speeches, presentations, short texts etc. to interact with peers and/or other people in or outside the school by using the language including the target words, language grammar in use, and the social language for the theme (SELS2.2, SELS3.2, V4.2, V3.3, V4.5, 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 at school and at home through recordings (D1.2, D1.6, D3.3, V7.2,LS2, LS9, CS2.20). ENG6.6.S5. RECONSTRUCTING AND COMMUNICATING THROUGH SPEAKING: Students communicate with each other by seeing/hearing/reading/using the language including the target words and grammatical structures related to the theme “life in the world and culture” in fun, enjoyable, varied, and versatile activities (SELS2.3, CS2.20). Picture strip stories can be used at the end of each theme to provide a consolidation and revision (V3.4, V4.2, V12.1, LS1, LS4, LS9, CS2.13, CS2.14). These new contents created are contextual, practical, authentic, real, and appropriate to the students’ age, interests, and language level. Storification and gamification techniques are actively and extensively used together with other further speaking practice throughout the theme. Students are encouraged to produce several spoken products related to the extended contexts such as dialogues, speeches, presentations, short texts etc. to interact and to communicate with peers and/or other people in or outside the school by using the language including the target words, language grammar in use, and the social language for the theme and its components such as “countries, nationalities, and languages in the world; food types and events from different parts of the world” (V3.4, V4.2, V3.3, V4.5, LS4, CS3.1,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 at school and at home through recordings (D2.5, D3.3, SELS3.3, V7.2, LS2, CS2.20). These are evaluated as described in items (7), (8), (9), and (10) in the section 1.2. Principles for the Implementation of the English Curriculum. Then they can expand their language use and practise by communicating with others. ENG6.6.S6. REFLECTING ON THE SPEAKING-EXPRESSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole speaking-expression process and asks them to express their thoughts, ideas, and feelings about the process. Some volunteer students express what they think and feel about them (SELS1.3, CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V4.3, V6.2, V10.3, V20.4, LS1, LS6).

Objective: To practice the language for actions, events, or situations that started and finished at a specific time in the past in English through a fun and creative writing activity. Activity 1: Time Traveller’s Diary The teacher divides the class into pairs and tells students they are time travellers who have just returned from an adventurous trip to the past. She/He uses pictures or a timeline to help students visualize different time periods. Students select a time period they want to visit. The teacher provides a list of options, or lets them choose freely (e.g., Prehistoric Era, ancient Anatolia, ancient Egypt, Ancient Rome, the 1990s). She/He asks them to write an entry in their “Time Traveller’s Diary”, describing what they saw, did, and experienced while visiting a different time period. She/He challenges them to write full paragraphs with more complex sentences, adding details to their descriptions. Example: “I visited ancient Egypt. The pyramids were huge, and I met a friendly merchant. He sold me a beautiful necklace”. After pairs finish their entry, she/he allows them to share their diary entries with the class and asks them to discuss the different time periods that their classmates visited. Students reflect on their thoughts and feelings about the activity.

Objective: To practice the language for actions, events, or situations that started and finished at a specific time in the past in English through a fun and creative writing activity. Activity 1: Time Traveller’s Diary The teacher divides the class into pairs and tells students they are time travellers who have just returned from an adventurous trip to the past. She/He gives a visual timeline or images of each era to help them imagine what might happen there. She/He instructs students to write a brief diary entry describing their experiences using the simple past tense and provides a list of common verbs in the past tense (e.g., “saw, went, met, ate”) for students who need additional support with vocabulary. After pairs finish their entries, she/he allows them to share their diary entries with the class and asks students to interview each other about their time travel adventures. One student becomes the “time traveller”, and the other asks questions like, “What did you see” or “Who did you meet”. Then she/he asks them to highlight the verbs they used in the past tense and discuss the different time periods that their classmates visited. Students reflect on their thoughts and feelings about the activity.

Students can recall the current (theme) concept of “life in nature and global problems” and its components such as “activities in nature; environmental problems in the world and solutions” by remembering their preexisting background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the current theme in English without translating anything until they start learning the target words in the current (new) concept in English. To remind them of the pre-existing background knowledge they already have about the current concept, various materials such as short scene from a film, series, a part from a story, a poster etc. which is appropriate to the age, level, and pedagogy could be used before the main teaching/learning flow of the class begins. They would give a general idea of the theme. Students are facilitated with the relevant materials through various activities. When they have finished working on it, the teacher asks them in English if they understood what it was about. For checking their understanding, she/he can design several activities. For instance, they can write a related word that they know in English on a piece of paper and put it in the jar/box that she/he has prepared. Alternative ways can be tried. The teacher asks them to 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. Learning-Teaching Practices WARM-UP TO THE WHOLE THEME (WELL-BEING) Before starting to work on the theme “life in nature and global problems ‘’ 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. 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/cartoon story, etc. that has no relation or connection to the current theme and does not require any knowledge of English (D2.5, SELS2.1, V12.1, LS2, LS4). INTEGRATION OF LANGUAGE SKILLS IN THE THEME All language skills (listening/watching-comprehension, reading-comprehension, speaking-expression, writing-expression, vocabulary selection and use, grammar selection and use, pronunciation selection and use) are used in an integrated way around “life in nature and global problems ‘’ and sub-themes “activities in nature; environmental problems in the world and solutions”, allowing students to build background knowledge through receptive skills before moving on to productive tasks throughout the theme. They are combined in a meaningful and purposeful way and are integrated to support the learning outcomes of the theme. Although they are sequenced from receptive to productive in the teaching-learning practices, they are always used in a closely linked way that means each activity builds on the previous one to promote language development and to increase communicative competence. The theme is characterised by a balanced integration of all the skills, where students engage with input (listening/watching-comprehension and reading-comprehension) and respond through output (speaking-expression and writing-expression) with the help of their vocabulary, grammar and phonological selection and use skills. ENG6.7.L1. PREPARING FOR LISTENING/WATCHING-COMPREHENSION: Having seen a visual about and having guessed the topic of “life in nature and global problems ‘’ during the background recall session, students can have a vision of the current theme as a general concept in the current (new) theme (D3.2, SELS1.1, V3.2, V5.2, V5.3, V18.3,LS1, LS4, CS2.11, CS2.16.2). So, a further concept check with listening/watching for gist activities including more guessing games using clues from some pictures, realia, short video clips etc. help them prepare for the current theme (CS2.6, CS2.8). For each theme, a digitally constructed story is used as the main context of the theme, and it is visited several times while going through the theme to cover target pronunciation, vocabulary, grammar, social language expressions, and semantic meaning of the whole theme (CS2.14). It is both an entry material and the main context to the whole theme at the same time. The teacher asks them whether their guesses during the background recall session were correct and also what they think the introductory digital story that they are going to watch could be about (CS2.8). As they have already seen a scene from a film about the theme and the pictures, realia, etc. they can easily answer what the current theme will be about and that their guesses were true ( D1.2, D1.6, D2.3, D3.2, SELS1.2, V3.3, V3.4, V5.2, V5.3, V18.3, LS2, LS4, CS2.10, CS2.17). ENG6.7.L2. BRINGING INFORMATION TOGETHER THROUGH LISTENING/WATCHING: The teacher asks the students to watch the introductory digital story carefully, recalling the work done with visuals (the scene from a film, pictures, realia, or video clips about the theme shown earlier) (CS2.11). Students watch the introductory digital story to consolidate the identification of the theme “life in nature and global problems ‘’ in it as a whole (CS2.13) without stopping the video at any point, so that the students can understand the theme holistically (D3.2, SELS1.1, V3.3, V3.4, V5.2, V5.3, V18.3, LS2, LS4, CS2.14,CS2.16.2). ENG6.7.L3. MAKING MEANING THROUGH LISTENING/WATCHING-COMPREHENSION: To draw students’ attention to the content, some realia brought into the classroom by the teacher could be used (V5.2, V5.3, V18.3). The teacher could show the corresponding objects to the students when the corresponding vocabulary for the main components of the theme “life in nature and global problems ‘’ is mentioned in the introductory digital story, without stopping the video while the students watch the story (CS2.6). When they have watched the whole story, the teacher could show the realia items on the table and ask questions with two options (CS2.5). As one of the words is from the previous themes, students could hear, understand, recognise and learn the (new) target vocabulary for each main component of the theme easily (CS2.1). In this way, the teacher could engage in a dialogue with the whole class to check that they have recognised the components of the theme, and that they have understood each realia item is about one component (CS2.8). Further activities and games can be played at this stage to reinforce the general meaning of the theme through its main components (D1.1, D2.5, SELS2.1, V3.4, LS1, LS2, LS4). To check whether the students understand the general topic of the theme “life in nature and global problems‘’ and remember the sequence of the scenes of the introductory digital story, the teacher shows an organiser with the mixed images/pictures of the scenes on the Smart Board and asks the students to look at the images/pictures of the scenes for a while (CS2.3). She/He then asks them to order the scenes in pairs in their seats with the mixed paper pictures she/he has already given to the students (SELS2.2, V3.4, V4.2, LS1, LS4, LS6). When the pairs have finished sorting the pictures for the scenes of the story, the teacher asks the students to take turns or volunteer to sort the scenes on the screen of the Smart Board (or the pictures on the blackboard) (SELS1.2, CS2.6, CS2.10). This will help the students to organise the story as a whole so that they can identify the main theme and the components of the theme from their memories (D1.2, D1.6, D2.3, V16.3, V20.4, CS2.12). ENG6.7.L4. REFLECTING ON THE LISTENING/ WATCHING PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole listening-watching process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3, V3.4). Some volunteer students express what they think and feel about them (CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS1.2, SELS2.2, V4.2, V4.3,V12.1, LS5, LS6). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V10.3). ENG6.7.P1. RECOGNITION OF TARGET PRONUNCIATION: To practise pronunciation of the new target words, word groups, language chunks, and social language expressions about the theme “life in nature and global problems‘’ and the words and/or word groups for the sub-themes “activities in nature; environmental problems in the world and solutions”, the teacher asks the students to listen (to)/watch the whole or some extracts from the introductory digital story by noticing how words are pronounced (V3.3, V5.2, V5.3, V18.3, LS4, CS2.6). She/ He asks them to repeat the word aloud when she/he stops the video for a word and says it. The teacher then asks the students to listen and repeat the same words aloud a few times as a whole class after listening to the recordings that she/he has prepared beforehand using some Web 2.0 programmes (LS2, CS2.16.3). The teacher could offer variations with some techniques such as showing the picture of the target word to the students to say the word or pointing to the corresponding picture when they hear the word from the recording, and then both (CS2.8). To help the students pronounce the words accurately, the teacher asks them to repeat each target word aloud a few times as a whole class after her/him or the recording, then in large groups, then in small groups and then again as volunteers (D3.2, D3.6, SELS1.2, SELS2.1, V4.2, V20.4, LS1, CS2.14). SELECTION AND USE OF TARGET PRONUNCIATION: Practice of pronunciation could be done with different forms of TPR, gamification and drama activities, e.g. first the teacher says the target words/word groups for the sub-themes “activities in nature; environmental problems in the world and solutions” the students listen (CS2.9); then the teacher says the target words/word groups and acts them out, the students repeat after her/him (SELS2.1, CS2.14). Then the teacher and the students say the target words/word groups and act them out together at the same time. Then the teacher says the words/word groups and acts them out. These activities can be done through the actions for the sub-themes (D2.3, D2.5, V3.3, V5.2, V5.3, V18.3). As a variation, they can also repeat the words after the teacher happily, sadly, angrily, etc. using different tones of voice (SELS2.3, CS2.8, CS2.11). They also practise for the target social language chunks using the same or similar techniques. During the repetitions, they point to relevant pictures that the teacher has placed in different places in the classroom (CS2.12). Some action sequences are also created in which the students can practise the social language in a fun way by repeating, pointing, miming, and acting out in several games (SELS2.1, V7.2, LS5, LS6, LS9). The teacher facilitates some activities with dialogues and games in which students can practice the target pronunciation by selecting and using them accurately, naturally, and authentically (CS3.1). Several fun pronunciation games could be played, such as shadow reading, bingo, odd one out, pronunciation maze, minimal pairs, rhyming games, and several sound drills (SELS2.2). The target sounds such as vowels, consonants, and diphthongs of the theme are practised through them (CS2.13). Their learning is evaluated as described in items (1) and (2) in the section 1.2. Principles for the Implementation of the English Curriculum (D1.2, D1.6, D2.5, V3.4, LS1, LS2, LS4). ENG6.7.R1 PREPARATION FOR THE READING-COMPREHENSION PROCESS: The teacher facilitates reading and writing 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. Reading is done in two ways in the theme by using the written version of the introductory digital story and additional reading texts in reading sections of the instructional material to be used (V3.2, LS2, LS4). Various reading styles including silent reading, speed reading, jigsaw reading and basic reading techniques including skimming, scanning, and reading for details during pre-reading, while-reading and post-reading phases are used in the theme (V3.4, LS1, CS2.3, CS2.6). The ultimate aim of reading practice is to enhance comprehension, improve fluency, develop pre-critical thinking skills and critical thinking skills and the ability to comprehend and talk/write about the content in a meaningful and communicative way (V3.3, V7.2, LS5, CS3.3). For the initial stage of reading, the teacher asks the students to look at the audio/visual/written elements (e.g. sound, voices, scenes, title of the text, written words) surrounding the written version of the contextual introductory story or a new text in the reading section of the instructional material to be used for skimming to recall the conceptual meanings they already have about the theme (CS2.8). At this stage, the teacher could ask the students to read the title of the theme and ask the students which words they already know, and which come to mind in connection with the title (SELS1.1, CS2.16.2). She/He reminds them not to ask the meanings of any new words or the words they do not know. She/He reminds them that this is just a guessing activity by using the words they know and that there is time to work on the new words of the new theme later (D3.2, D3.6, V3.4, CS2.10, CS2.12). ENG6.7.R2 BRINGING INFORMATION TOGETHER THROUGH READING: Students go on with a scanning activity to find out the most important details of the introductory digital story and/or a new text in the reading section which is organised to help students to know more about the reading content (CS2.6, CS2.7). In this way they could be able to recognise the main components of the theme that take place in the story/text. Students circle or tick the ones that they have heard, seen and scanned (quickly read) in the story (CS2.4). By doing so, they will be able to understand the story/text in general using the main elements (D3.2, D3.6, V3.3, V3.4, LS1). ENG6.7.R3. MAKING MEANING THROUGH READING: Then the teacher asks the students to do a jigsaw reading activity, so she/he shows the written version of the introductory digital story or the text in the reading section on the blackboard/Smart Board (or in any other teaching material). She/He asks the students to work in pairs to share the text (SELS2.2). One peer reads the first half of the text and the second peer reads the other half of the text in a given time (CS2.6). They are then asked to share what they have understood from their part with their peer, also in a given time. In this way, they talk about the whole story after reading it silently, in the jigsaw reading style (D2.4, D3.6, V3.4, V4.2, V16.2, LS1, LS6,CS2.8, CS2.9). Some speed-reading activities can be used to develop students’ reading and comprehension skills. These activities can be evaluated as explained in the item (6) in the section 1.2. Principles for the Implementation of the English Curriculum. After sharing their parts, students proceed with the activities for dealing with the target vocabulary, grammatical chunks, and semantic meaning relatively with the help of the teacher (CS2.14). For dealing with the semantic meaning, the teacher facilitates the lesson with meaningful activities including closed, semi-closed, free, open-ended, and communicative ones (SELS2.1). From display to communicative open-ended, various types of questions are used to understand the meaning of the text (SELS3.1, SELS3.2, CS2.6). During this process students work collaboratively to exchange information, thoughts, and feelings (D3.2, D3.7, V3.3, V7.2, V20.2, LS2, LS4, CS2.8). ENG6.7.R4. REFLECTING ON THE READING-COMPREHENSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole reading-comprehension process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3). Some volunteer students express what they think and feel about them (CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (D2.3, D3.5, V4.2, V6.2, V10.3, V12.1, LS1, LS6). ENG6.7.V1. PREPARATION TO WORK ON THE TARGET VOCABULARY: At this stage, students remember what the theme is about through the activities that they have done during the background knowledge, pre-listening/ watching, and pre-reading sessions (SELS1.1). As they know the main topic, they get ready to deal with the main components and target vocabulary of the theme (V3.2, LS1). RECOGNITION OF THE TARGET VOCABULARY: A scanning activity to find out the main details of the introductory digital story (and/or a new text in the reading section) is organised to help students to know more about the content. This could help them identify what the target words in the text could be about. The activity could be designed by listing some important pictures, words or events about the main components of the theme that take place in the story/text. Students circle or tick the ones that they have heard, seen and scanned (quickly read) in the story. In this way, they will be able to understand the story/text in general by using the main elements and also be ready to work on the target vocabulary items (D3.2, D3.6, LS1, LS2, LS4, LS5, CS2.4, CS2.6, CS2.7). Then the students read the written version of the digital story again silently, (or the reading text in the reading section), to check whether they know any of the target vocabulary items about the theme (V5.2, V5.3, V18.3, CS2.8). They underline the words whose meaning they do not know while reading silently (CS2.17). Students say these words when they finish reading and the teacher writes these words on the Smart Board/blackboard/ white board as they say them. The teacher writes only the target words on the Smart Board/blackboard as active words that the students have said. She/He quickly deals with the non-target passive vocabulary items by using pictures, mimics, gestures, imitations, examples, etc. But she/he takes time to facilitate the teaching of the target words (D1.2, D1.6, D3.2, V3.3, V3.4, LS2, LS4,CS2.4, CS2.5, CS2.7). To introduce and practise the meanings of the target vocabulary related to the theme, that the students do not know, the teacher asks the students to watch the introductory digital story (or the video of the reading text if there is one) again. From the beginning, whenever a target item is mentioned, the teacher stops the video and asks several questions in the form of two options, one of which is a word from the previous themes that they already know (V5.2, V5.3, V18.3, CS2.16.1, CS2.6). By guessing what they are, the students hear the English equivalents of the words for the theme and they answer as a whole class in chorus. In this way, they are introduced to the meanings of the target words (D1.2, D1.6,D3.7, CS2.10). This is conducted in the form of a dialogue where their learning can be checked as described in items (SELS2.1) (7), (8), and (9) in the section 1.2. Principles for the Implementation of the English Curriculum. (V3.3, V3.4, V5.2, V5.3, V18.3, LS1,LS2, LS4). After having watched the introductory digital story, the teacher shows some pictures for the sub-themes, on the walls as clues and says the words aloud several times in sentences by pointing to the pictures and the students repeat after her/him (D2.3, V5.2, V5.3, V18.3 CS2.6, CS2.11). In this way, the main vocabulary items of the theme are introduced to the students in English as described in item (3) in the section 1.2. Principles for the Implementation of the English Curriculum (V5.2, V5.3, V18.3). SELECTION AND USE OF TARGET VOCABULARY: The teacher can prepare an activity using the Web 2.0 programme with images/pictures, and symbolic images for some categories about the components of the theme “life in nature and global problems‘’. She/He also prepares mixed images/pictures for target vocabulary items for the activities which can be done in relation to the components. She/He asks the students to look at the mixed pile of images/pictures of the main components of the theme on the Smart Board screen and scan them for a while to remember them (V5.2, V5.3, V18.3, CS2.4). She/He explains to the students that the items will be placed under the correct category, but first she/he gives the students the cut-out pictures of the activities and a large sheet of paper with the categories written on it and the cut-out pictures will be placed under each category correctly (V3.3, L2, LS4, CS2.5). The teacher asks them to work in pairs and place the cut-out pictures in the right category and ask each other some questions about the theme (D3.2, D3.8, SELS2.2, V5.2, V5.3, V18.3). When the students have finished working with the cut-out pictures and asking and answering questions about them, the teacher asks them to take turns or volunteer to go to the Smart Board and drag the corresponding images/pictures under the right category on the screen (SELS1.2, V3.4, V20.4, LS1, LS4, CS2.5). In this way, images/pictures that are relevant to the main concept and its components are consolidated through categorisation. This activity can be done with real pictures on the white/blackboard if there is a problem with technology. The teacher asks the students to copy the words next to the pictures they have pasted or drawn in their picture dictionaries and then asks them to exchange their picture dictionaries with their peers and check each other’s spelling (D3.2, SELS1.2, SELS2.2, V4.2, V4.3, V6.2, LS9). To consolidate the meaning, selection, and use of the new target vocabulary items, the teacher could organise activities and tasks using pictures, flashcards, sounds, realia, and any other materials to play games such as Bingo, Pelmanism, King’s game, Odd One out, Wordscapes, Scrabble, Pictionary, Letter Scramble, Acronyms, Charades etc. Games could be adapted according to the teacher’s objectives (pronunciation, spelling, meaning, selection, use etc.), age, interests and language level of the students (CS2.13). Students can be asked to create their own games to use the target vocabulary items in context (D2.5, D.3.3, SELS3.1, SELS3.2, V4.2, V4.4, V7.2, V5.2, V5.3,V18.3 LS9, CS2.20). Students’ learning can be checked as described in items (3), and (4) in the section 1.2. Principles for the Implementation of the English Curriculum. ENG6.7.G1 RECOGNITION OF TARGET GRAMMATICAL ITEMS: To draw the students’ attention to the target language chunks of the theme “life in nature and global problems‘’, the introductory digital story or an extract from it played so that the students can notice the target language chunks (D3.2, CS2.2). While watching the introductory digital story, the teacher stops at the scenes where the target language chunks are used. She/He imitates the action by showing the scene, saying the chunk, and asking the students to do the same (V3.2, LS2, CS2.14). She/He could hold up large pictures corresponding to the chunks when they are mentioned in the digital story to draw the students’ attention. The sentences with the target chunks are also written and placed on the Smart Board/blackboard/ whiteboard. The teacher also points to these sentences while pointing to the scenes in the story where they appear. There is no analysis or teaching of grammatical structures at this stage. Students can automatically and naturally identify the use of the target language chunks in the current context created in the introductory digital story without working on any rules or structures (SELS3.1, V3.4, LS1, LS4, CS2.3, CS2.4, CS2.16.2). To check the students’ identification of the target language chunks, after the students have finished watching the introductory digital story, the teacher asks them to read the sentences with the target language chunks written by the teacher on the Smart Board /blackboard/whiteboard and asks them to find the same or similar sentences in the written version of the introductory digital story or another text that is shown on the Smart Board (D3.2, SELS3.2, V3.3). She/He also asks them to find the same or similar sentences with these chunks which are given in different types of tables prepared by the teacher (CS2.7). These tables do not include any explanations of grammatical rules, explanations, or formulas, and they only contain example sentences with target chunks in which important words with the target grammar are written in bold or different colours to attract students’ attention. The teacher asks them to look at the words in bold or in different colours and asks students to examine them (CS2.9). Then the teacher asks the students to copy these sentences with target chunks written in bold or different colours into their notebooks. The teacher asks the students to make very similar sentences using the target words and asks them to share their sentences with each other in pairs, and then with the class (SELS2.2, SELS3.2, D3.2, V4.2, CS2.13,CS2.14, CS2.16.1, CS2.16.2). Both the teacher and the class members give feedback to the students as they say their sentences (CS2.19). The teacher gives all students a checklist with simple symbols to evaluate each other’s work as explained in the items (5) and (6) in the section 1.2. Principles for the Implementation of the English Curriculum (V4.3, V6.2, V10.3, LS6). SELECTION AND USE OF THE TARGET GRAMMAR: To facilitate students’ further practice with the target language chunks in the theme “life in nature and global problems ‘’, the teacher shows some other sentences with these chunks in another context such as a short story, a short paragraph, and a short dialogue etc. and asks students to find the sentences with the target chunks in them and asks if they understand them (SELS3.2, V3.3, V5.2, V5.3, V18.3,CS2.4, CS2.6, CS2.8). She/He gives some written activities and exercises to practise the target chunks in context. She/He also facilitates more fun activities and as described in items (5), (8), (9), and (10) in the section 1.2. Principles for the Implementation of the English Curriculum. To consolidate the target language chunks, the teacher organises different fun activity and game bundles that the students can practise and consolidate them (CS2.13) where their learning can be checked as described in item (10) in the section 1.2. Principles for the Implementation of the English Curriculum (D2.5, V4.4). ENG6.7.W1. PREPARATION FOR THE WRITING-EXPRESSION SESSION: Practising through writing: Writing activities help students to produce and display meaningful written language for their personal expression and communication with others, by using language including target words, grammatical structures in use and the social language in this theme, as in other themes (V3.2, V5.2, V5.3, V18.3). ENG6.7.W2. RECOGNISING THE MODEL: Initially, students produce very limited and short pieces of writing such as sentences to practise the language including the target vocabulary and grammatical structures, after hearing and seeing them through listening and reading activities in the theme “life in nature and global problems ‘’. They practise the language in a more controlled way in the beginning, by writing to repeat or simply explain what they hear and see in context and what they are asked to do. They are provided a written model/example to copy to be able to notice significant points and elements in it (SELS3.1). While copying a short model writing, they become aware of the aspects such as the use of words, language chunks, punctuation, spelling and so on (D3.1, V3.4, LS1, CS2.4, CS2.16.3). ENG6.7.W3. CREATING THE WRITING CONTENT: Controlled writing of words and sentences turns to short paragraphs in a process writing manner with the support of the teacher’s feedback in the theme. This process is expanded and supported by several practical 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 (D1.3, D3.1, SELS3.2,V3.4, V4.4, V7.2, LS2, LS4, LS9, CS2.20). ENG6.7.W4. CONSTRUCTING AND PRACTISING WRITING: Storification and gamification techniques are actively and extensively used for further writing practice tasks. Students are encouraged to produce a variety of written products such as sentences, acronyms, paragraphs, messages, posters, e-mails, quotes, poems, songs, projects, scripts for plays, diaries/journals, blogs, very short film scenarios, etc. to express their ideas, thoughts, and feelings (D2.5, D3.3, SELS3.2, CS2.13). All the content is expected to be contextual, practical, authentic, real, and appropriate to the students’ interests and language level (V3.4, V7.2,V9.3, V12.1, LS1, LS4, LS9). ENG6.7.W5. RECONSTRUCTING AND COMMUNICATING THROUGH WRITING: Students interact and communicate with peers and/or other people inside or outside school by using the language including the target words, language chunks, and the social language for the theme in their writing (SELS2.2, SELS2.3, V3.4, V4.2, V5.2, V5.3, V18.3, LS9, 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 at school and at home in a variety of ways (D3.3, SELS3.2, SELS3.3,V7.2, LS2, CS2.20). These activities are evaluated as described in items (11) and (12) in the section 1.2. Principles for the Implementation of the English Curriculum. ENG6.7.W6. REFLECTING ON THE WRITING-EXPRESSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole writing-expression process and asks them to express their thoughts, ideas, and feelings about the process. Some volunteer students express what they think and feel about them (D1.5, SELS1.3, CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V4.3, V6.2, V10.3, V20.4, LS1, LS6). ENG6.7.S1. PREPARATION FOR SPEAKING: The teacher facilitates speaking activities throughout the theme from the first lesson to the end. Speaking activities enhance students’ learning and help them produce and display meaningful language for personal expression and communication with others by using the language including the target words, grammatical structures in use and the social language expressions of the theme (V3.2, V3.4, V5.2, V5.3, V18.3). ENG6.7.S2 RECOGNISING AND USING THE MODEL: In the beginning, through listening/watching and reading, students recognise how the language with the target language items is used (CS2.6). They practise the language in a controlled way, by telling, repeating, explaining what they hear and see in the context (D1.3, D3.2, SELS3.1, V3.3, LS1, LS2, LS4, CS2.4). ENG6.7.S3 CONSTRUCTING SPOKEN CONTENT: In the later stages of the lessons after controlled practice sessions, the teacher creates new contexts in the form of new written/photo-picture strip/pantomime/video stories, dialogues etc. as new opportunities for the students to talk about them for practising further through questions, explanations, inferences etc (D1.3, SELS3.2, V3.4, V4.2, V7.2, V12.1, LS1, LS4, LS9, CS2.13). ENG6.7.S4. CONSTRUCTING SPOKEN MATERIALS: Students are encouraged to produce several spoken products related to the extended contexts such as dialogues, speeches, presentations, short texts etc. to interact with peers and/or other people in or outside the school by using the language including the target words, language grammar in use, and the social language for the theme (SELS2.2, SELS3.2, V4.2,V5.2, V5.3, V18.3, 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 at school and at home through recordings (D1.2, D1.6, D3.3, V7.2,LS2, LS9, CS2.20). ENG6.7.S5. RECONSTRUCTING AND COMMUNICATING THROUGH SPEAKING: Students communicate with each other by seeing/hearing/reading/using the language including the target words and grammatical structures related to the theme “life in nature and global problems‘’ in fun, enjoyable, varied, and versatile activities (SELS2.3, CS2.20). Picture strip stories can be used at the end of each theme to provide a consolidation and revision (V3.4, V4.2, V12.1, LS1, LS4, LS9, CS2.13, CS2.14). These new contents created are contextual, practical, authentic, real, and appropriate to the students’ age, interests, and language level. Storification and gamification techniques are actively and extensively used together with other further speaking practice throughout the theme. Students are encouraged to produce several spoken products related to the extended contexts such as dialogues, speeches, presentations, short texts etc. to interact and to communicate with peers and/or other people in or outside the school by using the language including the target words, language grammar in use, and the social language for the theme and its components such as “activities in nature; environmental problems in the world and solutions” (V3.4, V4.2, V5.2, V5.3, V18.3 LS4, CS3.1, 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 at school and at home through recordings (D2.5, D3.3, SELS3.3, V7.2, LS2, CS2.20). These are evaluated as described in items (7), (8), (9), and (10) in the section 1.2. Principles for the Implementation of the English Curriculum. Then they can expand their language use and practise by communicating with others. ENG6.7.S6. REFLECTING ON THE SPEAKING-EXPRESSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole speaking-expression process and asks them to express their thoughts, ideas, and feelings about the process. Some volunteer students express what they think and feel about them (SELS1.3, CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V4.3, V6.2, V10.3, V20.4, LS1, LS6).

Objective: To practise strong obligations in real-life urgent situations in English by encouraging teamwork, problem-solving and critical thinking. Activity 1: Mission: Rescue Operations The teacher divides students into small teams or pairs, depending on the number of students in class and tells them that they are members of an emergency response team, and their job is to manage various urgent situations that require quick thinking and strict rules. Their task is to come up with the actions they must take to handle the situations. She/He assigns each group different mission scenarios that are urgent and require critical thinking. She/He provides them with scenario cards or describes a situation for them to react to. Scenario Examples: Scenario 1: A fire has broken out in a building. What must the people inside do What must the fire fighters do; Scenario 2: A group of students is lost in the mountains. What must they do to survive What must the rescue team do to find them; Scenario 3: A school bus has broken down on a busy road. What must the driver do What do the students need to do for safety; Scenario 4: There is a leak in a chemical plant. What must the workers do What must be done immediately to avoid a disaster In their groups, students discuss the steps they must take in their situation. After the discussion, each group presents their scenario and explains what must be done to resolve the situation. After each presentation, she/he encourages the rest of the class to ask questions and to give feedback. For example, “What must the rescue team do first”, “Why must you wear protective gear” or “What else do you have to prepare”. She/ He encourages students to reflect on the use of target grammar. Students reflect on their thoughts and feelings about the activity.

Objective: To practise strong obligations in real-life urgent situations in English by encouraging teamwork, problem-solving and critical thinking. Activity 1: Mission: Rescue Operations The teacher divides students into small teams or pairs, depending on the number of students in class and tells them that they are members of an emergency response team, and their job is to manage various urgent situations that require quick thinking and strict rules. Their task is to come up with the actions they must take to handle the situations. She/He assigns each group different mission scenarios that are urgent and require critical thinking. She/He provides them with scenario cards or describes a situation for them to react to. Scenario Examples: Scenario 1: A fire has broken out in a building. What must the people inside do What must the firefighters do; Scenario 2: A group of students is lost in the mountains. What must they do to survive What must the rescue team do to find them; Scenario 3: A school bus has broken down on a busy road. What must the driver do What do the students need to do for safety; Scenario 4: There is a leak in a chemical plant. What must the workers do What must be done immediately to avoid a disaster In their groups, students discuss the steps they must take in their situation. The teacher provides a list of key verbs and phrases (e.g., “call, stay calm, evacuate, contact, protect, warn, help”). She also offers sentence starters to help them form responses like, “We must ”, “They need to ”, “You have to ”. In their groups, students discuss the steps they must take in their situation. After the discussion, each group presents their scenario and explains what must be done to resolve the situation. After each presentation, she/he asks students to create a “responsibility ladder” where they list the actions or tasks in their scenario from most urgent (what must be done immediately) to least urgent (what must be done next). Each group discusses their list and she/he encourages students to reflect on the use of target grammar. Students reflect on their thoughts and feelings about the activity.

Students can recall the current (theme) concept of “life in the universe and future” and its components such as “planets and the Earth as a planet; life on Earth in the future” 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 current theme in English without translating anything until they start learning the target words in the current (new) concept in English. To remind them of the pre-existing background knowledge they already have about the current concept, various materials such as short scene from a film, series, a part from a story, a poster etc. which is appropriate to the age, level, and pedagogy could be used before the main teaching/learning flow of the class begins. They would give a general idea of the theme. Students are facilitated with the relevant materials through various activities. When they have finished working on it, the teacher asks them in English if they understood what it was about. For checking their understanding, she/he can design several activities. For instance, they can write a related word that they know in English on a piece of paper and put it in the jar/box that she/he has prepared. Alternative ways can be tried. The teacher asks them to 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. Learning-Teaching Practices WARM-UP TO THE WHOLE THEME (WELL-BEING) Before starting to work on the theme “life in the universe and future” 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 wellbeing. 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/cartoon story, etc. that has no relation or connection to the current theme and does not require any knowledge of English (D2.5, SELS2.1, V12.1, LS2, LS4). INTEGRATION OF LANGUAGE SKILLS IN THE THEME All language skills (listening/watching-comprehension, reading-comprehension, speaking-expression, writing-expression, vocabulary selection and use, grammar selection and use, pronunciation selection and use) are used in an integrated way around “life in the universe and future” and sub-themes “planets and the Earth as a planet; life on Earth in the future”, allowing students to build background knowledge through receptive skills before moving on to productive tasks throughout the theme. They are combined in a meaningful and purposeful way and are integrated to support the learning outcomes of the theme. Although they are sequenced from receptive to productive in the teaching-learning practices, they are always used in a closely linked way that means each activity builds on the previous one to promote language development and to increase communicative competence. The theme is characterised by a balanced integration of all the skills, where students engage with input (listening/watching-comprehension and reading-comprehension) and respond through output (speaking-expression and writing-expression) with the help of their vocabulary, grammar and phonological selection and use skills. ENG6.8.L1. PREPARING FOR LISTENING/WATCHING-COMPREHENSION: Having seen a visual about and having guessed the topic of “life in the universe and future” during the background recall session, students can have a vision of the current theme as a general concept in the current (new) theme (D3.2, SELS1.1, V3.2, V3.3, V11.1, LS1, LS4, CS2.11, CS2.16.2). So, a further concept check with listening/watching for gist activities including more guessing games using clues from some pictures, realia, short video clips etc. help them prepare for the current theme (CS2.6, CS2.8). For each theme, a digitally constructed story is used as the main context of the theme, and it is visited several times while going through the theme to cover target pronunciation, vocabulary, grammar, social language expressions, and semantic meaning of the whole theme (CS2.14). It is both an entry material and the main context to the whole theme at the same time. The teacher asks them whether their guesses during the background recall session were correct and also what they think the introductory digital story that they are going to watch could be about (CS2.8). As they have already seen a scene from a film about the theme and the pictures, realia, etc. they can easily answer what the current theme will be about and that their guesses were true (D1.2, D1.6, D2.3, D3.2, SELS1.2, V3.3, V3.4,V3.3, V11.1, LS2, LS4, CS2.10, CS2.17). ENG6.8.L2. BRINGING INFORMATION TOGETHER THROUGH LISTENING/WATCHING: The teacher asks the students to watch the introductory digital story carefully, recalling the work done with visuals (the scene from a film, pictures, realia, or video clips about the theme shown earlier) (CS2.11). Students watch the introductory digital story to consolidate the identification of the theme “life in the universe and future” in it as a whole (CS2.13) without stopping the video at any point, so that the students can understand the theme holistically (D3.2, SELS1.1, V3.3, V3.4, V3.3, V11.1, LS2, LS4, CS2.14, CS2.16.2). ENG6.8.L3. MAKING MEANING THROUGH LISTENING/WATCHING-COMPREHENSION: To draw students’ attention to the content, some realia brought into the classroom by the teacher could be used (V3.3, V11.1). The teacher could show the corresponding objects to the students when the corresponding vocabulary for the main components of the theme “life in the universe and future” is mentioned in the introductory digital story, without stopping the video while the students watch the story (CS2.6). When they have watched the whole story, the teacher could show the realia items on the table and ask questions with two options (CS2.5). As one of the words is from the previous themes, students could hear, understand, recognise, and learn the (new) target vocabulary for each main component of the theme easily (CS2.1). In this way, the teacher could engage in a dialogue with the whole class to check that they have recognised the components of the theme, and that they have understood each realia item is about one component (CS2.8). Further activities and games can be played at this stage to reinforce the general meaning of the theme through its main components (D1.1, D2.5, SELS2.1, V3.4, LS1, LS2, LS4). To check whether the students understand the general topic of the theme “life in the universe and future” and remember the sequence of the scenes of the introductory digital story, the teacher shows an organiser with the mixed images/pictures of the scenes on the Smart Board and asks the students to look at the images/pictures of the scenes for a while (CS2.3). She/He then asks them to order the scenes in pairs in their seats with the mixed paper pictures she/he has already given to the students (SELS2.2, V3.4, V4.2, LS1, LS4, LS6). When the pairs have finished sorting the pictures for the scenes of the story, the teacher asks the students to take turns or volunteer to sort the scenes on the screen of the Smart Board (or the pictures on the blackboard) (SELS1.2, CS2.6, CS2.10). This will help the students to organise the story as a whole so that they can identify the main theme and the components of the theme from their memories (D1.2, D1.6, D2.3, V16.3, V20.4, CS2.12). ENG6.8.L4. REFLECTING ON THE LISTENING/ WATCHING PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole listening-watching process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3, V3.4). Some volunteer students express what they think and feel about them (CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS1.2, SELS2.2, V4.2, V4.3, V12.1, LS5, LS6). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V10.3). ENG6.8.P1. RECOGNITION OF TARGET PRONUNCIATION: To practise pronunciation of the new target words, word groups, language chunks, and social language expressions about the theme “life in the universe and future” and the words and/or word groups for the sub-themes “planets and the Earth as a planet; life on Earth in the future”,the teacher asks the students to listen (to)/watch the whole or some extracts from the introductory digital story by noticing how words are pronounced (V3.3, V11.1, LS4, LS5, LS6, CS2.6). She/He asks them to repeat the word aloud when she/he stops the video for a word and says it. The teacher then asks the students to listen and repeat the same words aloud a few times as a whole class after listening to the recordings that she/he has prepared beforehand using some Web 2.0 programmes (LS2, CS2.16.3). The teacher could offer variations with some techniques such as showing the picture of the target word to the students to say the word or pointing to the corresponding picture when they hear the word from the recording, and then both (CS2.8). To help the students pronounce the words accurately, the teacher asks them to repeat each target word aloud a few times as a whole class after her/him or the recording, then in large groups, then in small groups and then again as volunteers (D3.2, D3.6, SELS1.2, SELS2.1, V4.2, V20.4, LS1, CS2.14). SELECTION AND USE OF TARGET PRONUNCIATION: Practice of pronunciation could be done with different forms of TPR, gamification and drama activities, e.g. first the teacher says the target words/word groups for the sub-themes “planets and the Earth as a planet; life on Earth in the future”, the students listen (CS2.9); then the teacher says the target words/word groups and acts them out, the students repeat after her/him (SELS2.1, CS2.14). Then the teacher and the students say the target words/word groups and act them out together at the same time. Then the teacher says the words/word groups and acts them out. These activities can be done through the actions for the sub-themes “planets and the Earth as a planet; life on Earth in the future” (D2.3,D2.5, V3.3, V3.3, V11.1). As a variation, they can also repeat the words after the teacher happily, sadly, angrily, etc. using different tones of voice (SELS2.3, CS2.8, CS2.11). They also practise for the target social language chunks using the same or similar techniques. During the repetitions, they point to relevant pictures that the teacher has placed in different places in the classroom (CS2.12). Some action sequences are also created in which the students can practise the social language in a fun way by repeating, pointing, miming, and acting out in several games (SELS2.1, V7.2, LS5, LS6, LS9). The teacher facilitates some activities with dialogues and games in which students can practice the target pronunciation by selecting and using them accurately, naturally, and authentically (CS3.1). Several fun pronunciation games could be played, such as shadow reading, bingo, odd one out, pronunciation maze, minimal pairs, rhyming games, and several sound drills (SELS2.2). The target sounds such as vowels, consonants, and diphthongs of the theme are practised through them (CS2.13). Their learning is evaluated as described in items (1) and (2) in the section 1.2. Principles for the Implementation of the English Curriculum (D1.2, D1.6, D2.5, V3.4, LS1, LS2, LS4). ENG6.8.R1 PREPARATION FOR THE READING-COMPREHENSION PROCESS: The teacher facilitates reading and writing 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. Reading is done in two ways in the theme by using the written version of the introductory digital story and additional reading texts in reading sections of the instructional material to be used (V3.2, LS2, LS4). Various reading styles including silent reading, speed reading, jigsaw reading and basic reading techniques including skimming, scanning, and reading for details during pre-reading, while-reading and post-reading phases are used in the theme (V3.4, LS1, CS2.3, CS2.6). The ultimate aim of reading practice is to enhance comprehension, improve fluency, develop pre-critical thinking skills and critical thinking skills and the ability to comprehend and talk/write about the content in a meaningful and communicative way (V3.3, V7.2, LS5, CS3.3). For the initial stage of reading, the teacher asks the students to look at the audio/visual/written elements (e.g. sound, voices, scenes, title of the text, written words) surrounding the written version of the contextual introductory story or a new text in the reading section of the instructional material to be used for skimming to recall the conceptual meanings they already have about the theme (CS2.8). At this stage, the teacher could ask the students to read the title of the theme and ask the students which words they already know, and which come to mind in connection with the title (SELS1.1, CS2.16.2). She/He reminds them not to ask the meanings of any new words or the words they do not know. She/He reminds them that this is just a guessing activity by using the words they know and that there is time to work on the new words of the new theme later (D3.2, D3.6, V3.4, CS2.10, CS2.12). ENG6.8.R2 BRINGING INFORMATION TOGETHER THROUGH READING: Students go on with a scanning activity to find out the most important details of the introductory digital story and/or a new text in the reading section which is organised to help students to know more about the reading content (CS2.6, CS2.7). In this way they could be able to recognise the main components of the theme that take place in the story/text. Students circle or tick the ones that they have heard, seen and scanned (quickly read) in the story (CS2.4). By doing so, they will be able to understand the story/text in general using the main elements (D3.2, D3.6, V3.3, V3.4, LS1). ENG6.8.R3. MAKING MEANING THROUGH READING: Then the teacher asks the students to do a jigsaw reading activity, so she/he shows the written version of the introductory digital story or the text in the reading section on the blackboard/Smart Board (or in any other teaching material). She/He asks the students to work in pairs to share the text (SELS2.2). One peer reads the first half of the text and the second peer reads the other half of the text in a given time (CS2.6). They are then asked to share what they have understood from their part with their peer, also in a given time. In this way, they talk about the whole story after reading it silently, in the jigsaw reading style (D2.4, D3.6, V3.4, V4.2, V16.2, LS1, LS6, CS2.8, CS2.9). Some speed-reading activities can be used to develop students’ reading and comprehension skills. These activities can be evaluated as explained in the item (6) in the section 1.2. Principles for the Implementation of the English Curriculum. After sharing their parts, students proceed with the activities for dealing with the target vocabulary, grammatical chunks, and semantic meaning relatively with the help of the teacher (CS2.14). For dealing with the semantic meaning, the teacher facilitates the lesson with meaningful activities including closed, semi-closed, free, open-ended, and communicative ones (SELS2.1). From display to communicative open-ended, various types of questions are used to understand the meaning of the text (SELS3.1, SELS3.2, CS2.6). During this process students work collaboratively to exchange information, thoughts, and feelings (D3.2, D3.7, V3.3, V7.2, V20.2, LS2, LS4, CS2.8). ENG6.8.R4. REFLECTING ON THE READING-COMPREHENSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole reading-comprehension process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3). Some volunteer students express what they think and feel about them (CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (D2.3, D3.5, V4.2, V6.2, V10.3, V12.1, LS1, LS6). ENG6.8.V1. PREPARATION TO WORK ON THE TARGET VOCABULARY: At this stage, students remember what the theme is about through the activities that they have done during the background knowledge, pre-listening/ watching, and pre-reading sessions (SELS1.1). As they know the main topic, they get ready to deal with the main components and target vocabulary of the theme (V3.2, LS1). RECOGNITION OF THE TARGET VOCABULARY: A scanning activity to find out the main details of the introductory digital story (and/or a new text in the reading section) is organised to help students to know more about the content. This could help them identify what the target words in the text could be about. The activity could be designed by listing some important pictures, words or events about the main components of the theme that take place in the story/text. Students circle or tick the ones that they have heard, seen and scanned (quickly read) in the story. In this way, they will be able to understand the story/text in general by using the main elements and also be ready to work on the target vocabulary items (D3.2, D3.6, LS1, LS2, LS4, LS5, CS2.4, CS2.6, CS2.7). Then the students read the written version of the digital story again silently, (or the reading text in the reading section), to check whether they know any of the target vocabulary items about the theme (V16.3, CS2.8). They underline the words whose meaning they do not know while reading silently (CS2.17). Students say these words when they finish reading and the teacher writes these words on the Smart Board/blackboard/ white board as they say them. The teacher writes only the target words on the Smart Board/blackboard as active words that the students have said. She/He quickly deals with the nontarget passive vocabulary items by using pictures, mimics, gestures, imitations, examples, etc. But she/he takes time to facilitate the teaching of the target words (D1.2, D1.6, D3.2, V3.3, V3.4, LS2, LS4,CS2.4, CS2.5, CS2.7). To introduce and practise the meanings of the target vocabulary related to the theme, that the students do not know, the teacher asks the students to watch the introductory digital story (or the video of the reading text if there is one) again. From the beginning, whenever a target item is mentioned, the teacher stops the video and asks several questions in the form of two options, one of which is a word from the previous themes that they already know (V3.3, V11.1, CS2.16.1, CS2.6). By guessing what they are, the students hear the English equivalents of the words for the theme and they answer as a whole class in chorus. In this way, they are introduced to the meanings of the target words (D1.2, D1.6,D3.7, CS2.10). This is conducted in the form of a dialogue where their learning can be checked as described in items (SELS2.1) (7), (8), and (9) in the section 1.2. Principles for the Implementation of the English Curriculum (V3.3, V3.4, V11.1, LS1, LS2, LS4). After having watched the introductory digital story, the teacher shows some pictures for the sub-themes, on the walls as clues and says the words aloud several times in sentences by pointing to the pictures and the students repeat after her/him (D2.3, V3.3, V11.1, CS2.6, CS2.11). In this way, the main vocabulary items of the theme are introduced to the students in English as described in item (3) in the section 1.2. Principles for the Implementation of the English Curriculum (V3.3, V11.1). SELECTION AND USE OF TARGET VOCABULARY: The teacher can prepare an activity using the Web 2.0 programme with images/pictures, and symbolic images for some categories about the components of the theme “life in the universe and future”. She/He also prepares mixed images/pictures for target vocabulary items for the activities which can be done in relation to the components. She/He asks the students to look at the mixed pile of images/pictures of the main components of the theme on the Smart Board screen and scan them for a while to remember them (V3.3, V11.1, CS2.4). She/He explains to the students that the items will be placed under the correct category, but first she/he gives the students the cut-out pictures of the activities and a large sheet of paper with the categories written on it and the cut-out pictures will be placed under each category correctly (V3.3, L2, LS4, CS2.5). The teacher asks them to work in pairs and place the cut-out pictures in the right category and ask each other some questions about the theme (D3.2, D3.8, SELS2.2, V3.3,V11.1). When the students have finished working with the cut-out pictures and asking and answering questions about them, the teacher asks them to take turns or volunteer to go to the Smart Board and drag the corresponding images/pictures under the right category on the screen (SELS1.2, V3.4, V20.4, LS1, LS4, CS2.5). In this way, images/pictures that are relevant to the main concept and its components are consolidated through categorisation. This activity can be done with real pictures on the white/blackboard if there is a problem with technology. The teacher asks the students to copy the words next to the pictures they have pasted or drawn in their picture dictionaries and then asks them to exchange their picture dictionaries with their peers and check each other’s spelling (D3.2, SELS1.2, SELS2.2, V4.2, V4.3, V6.2, LS9). To consolidate the meaning, selection, and use of the new target vocabulary items, the teacher could organise activities and tasks using pictures, flashcards, sounds, realia, and any other materials to play games such as Bingo, Pelmanism, King’s game, Odd One out, Wordscapes, Scrabble, Pictionary, Letter Scramble, Acronyms, Charades etc. Games could be adapted according to the teacher’s objectives (pronunciation, spelling, meaning, selection, use etc.), age, interests and language level of the students (CS2.13). Students can be asked to create their own games to use the target vocabulary items in (D2.5, D.3.3, SELS3.1, SELS3.2, V4.2, V4.4, V3.3, V11.1, V7.2, LS9, CS2.20). Students’ learning can be checked as described in items (3), and (4) in the section 1.2. Principles for the Implementation of the English Curriculum. ENG6.8.G1 RECOGNITION OF TARGET GRAMMATICAL ITEMS: To draw the students’ attention to the target language chunks of the theme “life in the universe and future”, the introductory digital story or an extract from it played so that the students can notice the target language chunks (D3.2, CS2.2). While watching the introductory digital story, the teacher stops at the scenes where the target language chunks are used. She/He imitates the action by showing the scene, saying the chunk, and asking the students to do the same (V3.2, LS2, CS2.14). She/He could hold up large pictures corresponding to the chunks when they are mentioned in the digital story to draw the students’ attention. The sentences with the target chunks are also written and placed on the Smart Board/blackboard/ whiteboard. The teacher also points to these sentences while pointing to the scenes in the story where they appear. There is no analysis or teaching of grammatical structures at this stage. Students can automatically and naturally identify the use of the target language chunks in the current context created in the introductory digital story without working on any rules or structures (SELS3.1, V3.4, LS1, LS4, CS2.3, CS2.4, CS2.16.2). To check the students’ identification of the target language chunks, after the students have finished watching the introductory digital story, the teacher asks them to read the sentences with the target language chunks written by the teacher on the Smart Board /blackboard/ whiteboard and asks them to find the same or similar sentences in the written version of the introductory digital story or another text that is shown on the Smart Board (D3.2, SELS3.2, V3.3). She/He also asks them to find the same or similar sentences with these chunks which are given in different types of tables prepared by the teacher (CS2.7). These tables do not include any explanations of grammatical rules, explanations, or formulas, and they only contain example sentences with target chunks in which important words with the target grammar are written in bold or different colours to attract students’ attention. The teacher asks them to look at the words in bold or in different colours and asks students to examine them (CS2.9). Then the teacher asks the students to copy these sentences with target chunks written in bold or different colours into their notebooks. The teacher asks the students to make very similar sentences using the target words and asks them to share their sentences with each other in pairs, and then with the class (SELS2.2, SELS3.2, D3.2, V4.2, CS2.13,CS2.14, CS2.16.1, CS2.16.2). Both the teacher and the class members give feedback to the students as they say their sentences (CS2.19). The teacher gives all students a checklist with simple symbols to evaluate each other’s work as explained in the items (5) and (6) in the section 1.2. Principles for the Implementation of the English Curriculum (V4.3, V6.2, V10.3, LS6). SELECTION AND USE OF THE TARGET GRAMMAR: To facilitate students’ further practice with the target language chunks in the theme “life in the universe and future”, the teacher shows some other sentences with these chunks in another context such as a short story, a short paragraph, and a short dialogue etc. and asks students to find the sentences with the target chunks in them and asks if they understand them (SELS3.2, V3.3, V3.3, V11.1, CS2.4, CS2.6,CS2.8). She/He gives some written activities and exercises to practise the target chunks in context. She/He also facilitates more fun activities and as described in items (5), (8), (9), and (10) in the section 1.2. Principles for the Implementation of the English Curriculum. To consolidate the target language chunks, the teacher organises different fun activity and game bundles that the students can practise and consolidate them (CS2.13) where their learning can be checked as described in item (10) in the section 1.2. Principles for the Implementation of the English Curriculum (D2.5, V4.4). ENG6.8.W1. PREPARATION FOR THE WRITING-EXPRESSION SESSION: Practising through writing: Writing activities help students to produce and display meaningful written language for their personal expression and communication with others, by using language including target words, grammatical structures in use and the social language in this theme, as in other themes (V3.2, V3.3, V11.1). ENG6.8.W2. RECOGNISING THE MODEL: Initially, students produce very limited and short pieces of writing such as sentences to practise the language including the target vocabulary and grammatical structures, after hearing and seeing them through listening and reading activities in the theme “life in the universe and future”. They practise the language in a more controlled way in the beginning, by writing to repeat or simply explain what they hear and see in context and what they are asked to do. They are provided a written model/example to copy to be able to notice significant points and elements in it (SELS3.1). While copying a short model writing, they become aware of the aspects such as the use of words, language chunks, punctuation, spelling and so on (D3.1, V3.4, LS1, CS2.4, CS2.16.3). ENG6.8.W3. CREATING THE WRITING CONTENT: Controlled writing of words and sentences turns to short paragraphs in a process writing manner with the support of the teacher’s feedback in the theme. This process is expanded and supported by several practical 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 (D1.3, D3.1, SELS3.2,V3.4, V4.4, V7.2, LS2, LS4, LS9, CS2.20). ENG6.8.W4. CONSTRUCTING AND PRACTISING WRITING: Storification and gamification techniques are actively and extensively used for further writing practice tasks. Students are encouraged to produce a variety of written products such as sentences, acronyms, paragraphs, messages, posters, e-mails, quotes, poems, songs, projects, scripts for plays, diaries/journals, blogs, very short film scenarios, etc. to express their ideas, thoughts, and feelings (D2.5, D3.3, SELS3.2, CS2.13). All the content is expected to be contextual, practical, authentic, real, and appropriate to the students’ interests and language level (V3.4, V7.2, V12.1, LS1, LS4, LS9). ENG6.8.W5. RECONSTRUCTING AND COMMUNICATING THROUGH WRITING: Students interact and communicate with peers and/or other people inside or outside school by using the language including the target words, language chunks, and the social language for the theme in their writing (SELS2.2, SELS2.3, V3.4, V4.2, V3.3, V11.1, LS9, 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 at school and at home in a variety of ways (D3.3, SELS3.2, SELS3.3,V7.2, LS2, CS2.20). These activities are evaluated as described in items (11) and (12) in the section 1.2. Principles for the Implementation of the English Curriculum. ENG6.8.W6. REFLECTING ON THE WRITING-EXPRESSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole writing-expression process and asks them to express their thoughts, ideas, and feelings about the process. Some volunteer students express what they think and feel about them (D1.5, SELS1.3, CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V4.3, V6.2, V10.3, V20.4, LS1, LS6). ENG6.8.S1. PREPARATION FOR SPEAKING: The teacher facilitates speaking activities throughout the theme from the first lesson to the end. Speaking activities enhance students’ learning and help them produce and display meaningful language for personal expression and communication with others by using the language including the target words, grammatical structures in use and the social language expressions of the theme (V3.2, V3.4, V3.3, V11.1). ENG6.8.S2 RECOGNISING AND USING THE MODEL: In the beginning, through listening/watching and reading, students recognise how the language with the target language items is used (CS2.6). They practise the language in a controlled way, by telling, repeating, explaining what they hear and see in the context (D1.3, D3.2, SELS3.1, V3.3, LS1, LS2, LS4, CS2.4). ENG6.8.S3 CONSTRUCTING SPOKEN CONTENT: In the later stages of the lessons after controlled practice sessions, the teacher creates new contexts in the form of new written/photo-picture strip/pantomime/video stories, dialogues etc. as new opportunities for the students to talk about them for practising further through questions, explanations, inferences etc (D1.3, SELS3.2, V3.4, V4.2, V7.2, V12.1, LS1, LS4, LS9, CS2.13). ENG6.8.S4. CONSTRUCTING SPOKEN MATERIALS: Students are encouraged to produce several spoken products related to the extended contexts such as dialogues, speeches, presentations, short texts etc. to interact with peers and/or other people in or outside the school by using the language including the target words, language grammar in use, and the social language for the theme (SELS2.2, SELS3.2, V4.2, V3.3, V11.1,CS2.20). AIbased technologies can be used for various activities, giving students access to authentic materials. They can also produce digital materials and projects at school and at home through recordings (D1.2, D1.6, D3.3, V7.2,LS2, LS9, CS2.20). ENG6.8.S5. RECONSTRUCTING AND COMMUNICATING THROUGH SPEAKING: Students communicate with each other by seeing/hearing/reading/using the language including the target words and grammatical structures related to the theme “life in the universe and future” in fun, enjoyable, varied, and versatile activities (SELS2.3, CS2.20). Picture strip stories can be used at the end of each theme to provide a consolidation and revision (V3.4, V4.2, V12.1, LS1, LS4, LS9, CS2.13, CS2.14). These new contents created are contextual, practical, authentic, real, and appropriate to the students’ age, interests, and language level. Storification and gamification techniques are actively and extensively used together with other further speaking practice throughout the theme. Students are encouraged to produce several spoken products related to the extended contexts such as dialogues, speeches, presentations, short texts etc. to interact and to communicate with peers and/or other people in or outside the school by using the language including the target words, language grammar in use, and the social language for the theme and its components such as “planets and the Earth as a planet; life on Earth in the future” (V3.4, V4.2, V3.3, V11.1, LS4, CS3.1, 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 at school and at home through recordings (D2.5, D3.3, SELS3.3, V7.2, LS2, CS2.20). These are evaluated as described in items (7), (8), (9), and (10) in the section 1.2. Principles for the Implementation of the English Curriculum. Then they can expand their language use and practise by communicating with others. ENG6.8.S6. REFLECTING ON THE SPEAKING-EXPRESSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole speaking-expression process and asks them to express their thoughts, ideas, and feelings about the process. Some volunteer students express what they think and feel about them (SELS1.3, CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V4.3, V6.2, V10.3, V20.4, LS1, LS6).

Objective: To practise future plans, intentions, or something that is likely to happen based on present evidence in English by making a presentation. Activity 1: Building Tomorrow’s Earth The teacher divides the class into groups of 4-5 students. They work in teams to make a presentation about different aspects of life in 2050. Each group focuses on a specific area of life on Earth, such as Technology (How will innovations like artificial intelligence, robots, and space exploration transform everyday life), Environment (What environmental changes will happen by 2050), Society and Culture (How will people live How will family structures, education, and work environments be), Cities (What will future cities look like Will there be smart cities, floating cities, or green cities with zero waste), Health &) Medicine (Will people have longer and healthier lives). Each group spends 10-15 minutes brainstorming ideas for their theme. They focus on how life will be different by 2050, using current trends and evidence to support their predictions. The groups share their presentation with the class. After each presentation, the class engages in a Question &) Answer session. The teacher encourages students to ask questions like: “How do you think we will solve environmental problems by 2050”, “Why do you think people are going to live in floating cities”, “What makes you think robots will replace teachers in the future”. The teacher asks students to provide positive feedback to each group, using phrases like “I like your idea because” or “It was interesting when you said”. Students reflect on their thoughts and feelings about the activity.

Objective: To practise future plans, intentions, or something that is likely to happen based on present evidence in English by making a presentation. Activity 1: Building Tomorrow’s Earth The teacher divides the class into groups of 4-5 students. They work in teams to make a presentation about different aspects of life in 2050. Each group focuses on a specific area of life on Earth, such as Technology (How will innovations like artificial intelligence, robots, and space exploration transform everyday life), Environment (What environmental changes will happen by 2050), Society and Culture (How will people live How will family structures, education, and work environments be), Cities (What will future cities look like Will there be smart cities, floating cities, or green cities with zero waste), Health &) Medicine (Will people have longer and healthier lives). Each group spends 10-15 minutes brainstorming ideas for their theme. The teacher provides visual aids, simple sentence frames (e.g., “In 2050, people will ”, “It might happen because ”), and vocabulary lists to help them express ideas. The groups share their presentation with the class. After each presentation, the class engages in a Q&)A (Question &) Answer) session. The teacher encourages students to ask questions like: “How do you think we will solve environmental problems by 2050”, “Why do you think people are going to live in floating cities”, “What makes you think robots will replace teachers in the future”. The teacher asks students to provide positive feedback to each group, using phrases like “I like your idea because” or “It was interesting when you said”. Students reflect on their thoughts and feelings about the activity.