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European Section (SELO)
The Etwinning project "Calendar of Our Cities" perfectly matched the following objectives of the EUROPEAN SECTION my students attend:
OPENING
1) European and international opening, building a European identity and citizenship
2) creating partnerships and exchanges
3) creating "clubs" and newspapers
4) Encourage mobility

LANGUAGE
Get an upper-intermediate level (B2- (C1) for Grade 12 European section) as an independent user.
Understanding:
Can understand the main ideas of complex text on both concrete and abstract topics (presentations written by the partners, all research done in English concerning the presentations of Versailles, French writers from the area)

Writing:
Can produce clear, detailed text on a wide range of subjects (numerous presentations have been written to introduce, e.g Versailles Castles, Montigny, French food, Music festivals, Football in France, writing the scripts of the videos _ explain your life as a French highschooler, introduce Lycée Descartes, write an assessment of the project, write in English for the school website…)

Explain a viewpoint on a topical issue giving the advantages and disadvantages of various options (using the Forum to share opinions with the other Etwinners, writing an assessment of the project, explaining the Etwinning project in the school website article)

Speaking:
Oral interaction:
Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party (discussions with the teacher and the French classmates to give ana ccount of their research, their productions, to summarize what they understood about Turkish students’ productions, oral exchanges with their French work group to organize tasks within the group of 4-6 students)

Oral presentation:
- explain a viewpoint on a topical issue giving the advantages and disadvantages of various options (discussions within their work group to decide what to present or not in their productions, oral analysis and sharing after watching or reading the Turkish / other French students’ productions as classwork)

CULTURAL THEMES
Grade 11-12 (Terminal Cycle)
(usually on the Anglo-Saxon sphere; here about France and Turkey)
- Identity and Exchanges
- Art and Power (ex: the Whirling Dervishes in Konya)
- Citizenship and virtual worlds (copyrights legislation, European opening)
- Territory and Memory (the ancestral heritage through monuments, architecture, cultural and artistic productions)

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11th GRADES
THEME 2: HOBBIES AND SKILLS
Writing
E11.2.W1. Students will be able to write a paragraph about their interests and abilities.
Speaking
E11.2.S1. Students will be able to take part in a dialogue about likes dislikes, interests and preferences.
THEME 7: FACTS ABOUT TURKEY
Speaking
E11.7.S1. Students will be able to give a presentation on a monument or historical site.
E11.7.S2. Students will be able to interview with a friend to get detailed information about places he/she has visited.
Reading
E11.7.R1. Students will be able to find out specific information in a text describing historical sites in Turkey.
Writing
E11.7.W1. Students will be able to write a blog post recommending places to visit in Turkey.
THEME 8: SPORTS
Reading
E11.8.R1. Students will be able to analyze a text involving different kinds of extreme sports to reorder the scrambled paragraphs.
THEME 9: MY FRIENDS
Writing
E11.9.W1. Students will be able to write a text about their teachers and friends for a school magazine.
E11.9.W2. Students will be able to write a booklet to describe their hometown

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9th GRADES
THEME 1: STUDYING ABROAD
Listening
E9.1.L2. Students will be able to detect specific information about jobs/countries/ nationalities
Speaking
E9.1.S1. Students will be able to introduce themselves and their family members.
THEME 2: MY ENVIRONMENT
Speaking
E9.2.S1. Students will be able to ask about and describe their neighbourhood.
Reading
E9.2.R1. Students will be able to read a simple text for specific information about their neighbourhood/city etc.
Writing
E9.2.W1. Students will be able to fill in a chart comparing cities in different countries/Turkey.

E9.2.W2. Students will be able to describe different environments in simple sentences and phrases.
THEME 6: BRIDGING CULTURES
Reading
E9.6.R1.Students will able to scan short texts describing some famous cities in the world for specific information.
E9.6.R2. Students will be able to get the main points of the informative texts related to intercultural differences.

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10th GRADES
THEME 1: SCHOOL LIFE
Listening E10.1.L1. Students will be able to identify expressions related to school/ everyday life and free time activities
Speaking
E10.1.S1. Students will be able to introduce themselves and others individually/ in pairs or small groups.
E10.1.S2. Students will be able to exchange personal information in both formal and informal situations.
THEME 3: LEGENDARY FIGURES
Speaking
E10.3.S3. Students will be able to talk about a historical legendary figure in Turkish history.
THEME 4: TRADITIONS
Listening
E10.4.L1. Students will be able to locate specific information about
traditions in charts by watching short documentaries.
Reading
E10.4.R2. Students will be able to identify the differences between the lifestyles and customs of people in the past and the ones in the 21st century in a written text.
Writing
E10.4.W1. Students will be able to write a short paragraph of comparing traditions around the world
THEME 7: FOOD AND FESTIVALS
Speaking
E10.7.S1. Students will be able to take part in a dialogue about introducing national and international festivals.
E10.7.S2. Students will be able to describe the steps of a process related to national and international festivals.
Writing
E10.7.W1. Students will be able to write a process paragraph/blog about their favourite festival.

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Fınal Product Collaboration Themes
(Accordant with the Curriculum)

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Our project is compatible with the major philosophy and general objectives of the 9th-11th Grades Enlish curriculum of Anatolian High Schools. Students created presentations includuing their school, everyday life, their cities and countries. They answered surveys about the four cities (Montigny, Tarsus, Bursa and Konya). They have shared information about specific topics designated by their teachers. Students also studied the presentations and shared information and they asked and answered questions about the shared contents. Before the creation of the online calendar they have chatted sevaral times and discussed the process. Students created the online calendar themes in accordance with the curriculum topics. The calendar themes are listed