{"_id":"6950f07cb25c7531f79d5518","outcome_id":"3585","created_at":"2025-12-28T08:55:24.327Z","updated_at":"2025-12-28T09:40:15.850Z","weeks":[{"content":"2. Hafta|08-14 Eylül|Listening \nE6.1.L1. Students will be able to recognize phrases, words, and expressions related to repeated actions. \nSpoken Interaction \nE6.1.SI1. Students will be able to talk about repeated actions. \nSpoken Production \nE6.1.SP1. Students will be able to use a series of phrases and simple expressions to express their repeated actions. \nE6.1.SP2. Students will be able to tell the time and dates. \nReading \nE6.1.R1. Students will be able to understand short and simple texts, such as personal narratives about repeated actions.\"","unit":"Unit 1: Life","subject":"Describing what people do regularly (Making simple inquiries) What do you do at/after school? —I do my homework. —I play football on Wednesdays. —I finish all my homework. —I go to my step dance class. What does s/he do at/after school? —S/he listens to the teacher. —S/he helps her/his mother. —S/he rests after school.  Telling the time and dates What time is it? / What is the time? —It’s five p.m. —It’s quarter past five. —It’s ten to nine. —It’s twenty past three. What is the date today? —11 August 2016.  attend diary, -ies rest run errands take ... ... a nap ... care of something ... courses visit ... ... friends ... my aunt/uncle. traditional/folk dance","description":"Contexts Advertisements Cartoons Charts Conversations Illustrations Lists Notices Picture strip story Postcards Posters Songs Stories Tables Videos Websites  Tasks/Activities Chants and Songs Drama (Role Play, Simulation, Pantomime) Games Information Trans"},{"content":"3. Hafta|15-21 Eylül|Listening \nE6.1.L1. Students will be able to recognize phrases, words, and expressions related to repeated actions. \nSpoken Interaction \nE6.1.SI1. Students will be able to talk about repeated actions. \nSpoken Production \nE6.1.SP1. Students will be able to use a series of phrases and simple expressions to express their repeated actions. \nE6.1.SP2. Students will be able to tell the time and dates. \nReading \nE6.1.R1. Students will be able to understand short and simple texts, such as personal narratives about repeated actions.\"","unit":"Unit 1: Life","subject":"Describing what people do regularly (Making simple inquiries) What do you do at/after school? —I do my homework. —I play football on Wednesdays. —I finish all my homework. —I go to my step dance class. What does s/he do at/after school? —S/he listens to the teacher. —S/he helps her/his mother. —S/he rests after school.  Telling the time and dates What time is it? / What is the time? —It’s five p.m. —It’s quarter past five. —It’s ten to nine. —It’s twenty past three. What is the date today? —11 August 2016.  attend diary, -ies rest run errands take ... ... a nap ... care of something ... courses visit ... ... friends ... my aunt/uncle. traditional/folk dance","description":"Contexts Advertisements Cartoons Charts Conversations Illustrations Lists Notices Picture strip story Postcards Posters Songs Stories Tables Videos Websites  Tasks/Activities Chants and Songs Drama (Role Play, Simulation, Pantomime) Games Information Trans"},{"content":"4. Hafta|22-28 Eylül|Listening \nE6.1.L1. Students will be able to recognize phrases, words, and expressions related to repeated actions. \nSpoken Interaction \nE6.1.SI1. Students will be able to talk about repeated actions. \nSpoken Production \nE6.1.SP1. Students will be able to use a series of phrases and simple expressions to express their repeated actions. \nE6.1.SP2. Students will be able to tell the time and dates. \nReading \nE6.1.R1. Students will be able to understand short and simple texts, such as personal narratives about repeated actions.\"","unit":"Unit 1: Life","subject":"Describing what people do regularly (Making simple inquiries) What do you do at/after school? —I do my homework. —I play football on Wednesdays. —I finish all my homework. —I go to my step dance class. What does s/he do at/after school? —S/he listens to the teacher. —S/he helps her/his mother. —S/he rests after school.  Telling the time and dates What time is it? / What is the time? —It’s five p.m. —It’s quarter past five. —It’s ten to nine. —It’s twenty past three. What is the date today? —11 August 2016.  attend diary, -ies rest run errands take ... ... a nap ... care of something ... courses visit ... ... friends ... my aunt/uncle. traditional/folk dance","description":"Contexts Advertisements Cartoons Charts Conversations Illustrations Lists Notices Picture strip story Postcards Posters Songs Stories Tables Videos Websites  Tasks/Activities Chants and Songs Drama (Role Play, Simulation, Pantomime) Games Information Trans"},{"content":"1. Hafta|29 Eylül-05 Ekim|Listening \nE6.1.L1. Students will be able to recognize phrases, words, and expressions related to repeated actions. \nSpoken Interaction \nE6.1.SI1. Students will be able to talk about repeated actions. \nSpoken Production \nE6.1.SP1. Students will be able to use a series of phrases and simple expressions to express their repeated actions. \nE6.1.SP2. Students will be able to tell the time and dates. \nReading \nE6.1.R1. Students will be able to understand short and simple texts, such as personal narratives about repeated actions.\"","unit":"Unit 1: Life","subject":"Describing what people do regularly (Making simple inquiries) What do you do at/after school? —I do my homework. —I play football on Wednesdays. —I finish all my homework. —I go to my step dance class. What does s/he do at/after school? —S/he listens to the teacher. —S/he helps her/his mother. —S/he rests after school.  Telling the time and dates What time is it? / What is the time? —It’s five p.m. —It’s quarter past five. —It’s ten to nine. —It’s twenty past three. What is the date today? —11 August 2016.  attend diary, -ies rest run errands take ... ... a nap ... care of something ... courses visit ... ... friends ... my aunt/uncle. traditional/folk dance","description":"Contexts Advertisements Cartoons Charts Conversations Illustrations Lists Notices Picture strip story Postcards Posters Songs Stories Tables Videos Websites  Tasks/Activities Chants and Songs Drama (Role Play, Simulation, Pantomime) Games Information Trans"},{"content":"2. Hafta|06-12 Ekim|Listening \nE6.2.L1. Students will be able to identify the names of different food in an oral text.  \nSpoken Interaction \nE6.2.SI1. Students will be able to ask people about their food preferences.  \nSpoken Production \nE6.2.SP1. Students will be able to express their opinions about the food they like and don’t like.  \nReading \nE6.2.R1. Students will be able to understand short and simple texts about food and preferences. \nE6.2.R2. Students will be able to understand the label of food products.","unit":"Unit 2: Yummy Breakfast","subject":"Accepting and refusing Can I have some cheese? —Sure. —No, it’s all gone. Do you want some tea? —Yes, please. —No, thanks. I don’t like tea. —No, thanks. I don’t want any tea.  Describing what people do regularly I eat honey and butter in the mornings.  Expressing likes and dislikes Yummy! I love/like muffins! I don’t like junk food. \nIt’s my favorite! Enjoy it!  bagel, -s butter cereal croissant, -s egg, -s fruit/orange/apple/… juice jam junk food muffin, -s pancake, -s sausage, -s nutritious tea/coffee/milk","description":"Contexts Advertisements Cartoons Charts Conversations Illustrations Lists Menus Notices Picture strip story Postcards Posters Songs Stories Tables Videos Websites  Tasks/Activities Games Drama (Role Play, Simulation, Pantomime) Information Transfer Labelin"},{"content":"3. Hafta|13-19 Ekim|Listening \nE6.2.L1. Students will be able to identify the names of different food in an oral text.  \nSpoken Interaction \nE6.2.SI1. Students will be able to ask people about their food preferences.  \nSpoken Production \nE6.2.SP1. Students will be able to express their opinions about the food they like and don’t like.  \nReading \nE6.2.R1. Students will be able to understand short and simple texts about food and preferences. \nE6.2.R2. Students will be able to understand the label of food products.","unit":"Unit 2: Yummy Breakfast","subject":"Accepting and refusing Can I have some cheese? —Sure. —No, it’s all gone. Do you want some tea? —Yes, please. —No, thanks. I don’t like tea. —No, thanks. I don’t want any tea.  Describing what people do regularly I eat honey and butter in the mornings.  Expressing likes and dislikes Yummy! I love/like muffins! I don’t like junk food. It’s my favorite! Enjoy it!  bagel, -s butter cereal croissant, -s egg, -s fruit/orange/apple/… juice jam junk food muffin, -s pancake, -s sausage, -s nutritious tea/coffee/milk","description":"Contexts Advertisements Cartoons Charts Conversations Illustrations Lists Menus Notices Picture strip story Postcards Posters Songs Stories Tables Videos Websites  Tasks/Activities Games Drama (Role Play, Simulation, Pantomime) Information Transfer Labelin"},{"content":"4. Hafta|20-26 Ekim|Listening \nE6.2.L1. Students will be able to identify the names of different food in an oral text.  \nSpoken Interaction \nE6.2.SI1. Students will be able to ask people about their food preferences.  \nSpoken Production \nE6.2.SP1. Students will be able to express their opinions about the food they like and don’t like.  \nReading \nE6.2.R1. Students will be able to understand short and simple texts about food and preferences. \nE6.2.R2. Students will be able to understand the label of food products.","unit":"Unit 2: Yummy Breakfast","subject":"Accepting and refusing Can I have some cheese? —Sure. —No, it’s all gone. Do you want some tea? —Yes, please. —No, thanks. I don’t like tea. —No, thanks. I don’t want any tea.  Describing what people do regularly I eat honey and butter in the mornings.  Expressing likes and dislikes Yummy! I love/like muffins! I don’t like junk food. It’s my favorite! Enjoy it!  bagel, -s butter cereal croissant, -s egg, -s fruit/orange/apple/… juice jam junk food muffin, -s pancake, -s sausage, -s nutritious tea/coffee/milk","description":"Contexts Advertisements Cartoons Charts Conversations Illustrations Lists Menus Notices Picture strip story Postcards Posters Songs Stories Tables Videos Websites  Tasks/Activities Games Drama (Role Play, Simulation, Pantomime) Information Transfer Labelin"},{"content":"5. Hafta|27 Ekim-02 Kasım|Listening \nE6.2.L1. Students will be able to identify the names of different food in an oral text.  \nSpoken Interaction \nE6.2.SI1. Students will be able to ask people about their food preferences.  \nSpoken Production \nE6.2.SP1. Students will be able to express their opinions about the food they like and don’t like.  \nReading \nE6.2.R1. Students will be able to understand short and simple texts about food and preferences. \nE6.2.R2. Students will be able to understand the label of food products.","unit":"Unit 2: Yummy Breakfast","subject":"Accepting and refusing Can I have some cheese? —Sure. —No, it’s all gone. Do you want some tea? —Yes, please. —No, thanks. I don’t like tea. —No, thanks. I don’t want any tea.  Describing what people do regularly I eat honey and butter in the mornings.  Expressing likes and dislikes Yummy! I love/like muffins! I don’t like junk food. It’s my favorite! Enjoy it!  bagel, -s butter cereal croissant, -s egg, -s fruit/orange/apple/… juice jam junk food muffin, -s pancake, -s sausage, -s nutritious tea/coffee/milk","description":"Contexts Advertisements Cartoons Charts Conversations Illustrations Lists Menus Notices Picture strip story Postcards Posters Songs Stories Tables Videos Websites  Tasks/Activities Games Drama (Role Play, Simulation, Pantomime) Information Transfer Labelin"},{"content":"1. Hafta|03-09 Kasım|Listening \nE6.3.L1. Students will be able to identify expressions and phrases related to present events. E6.3.L2. Students will be able to pick up the expressions in a dialogue comparing things.  Spoken Interaction \nE6.3.SI1. Students will be able to ask people questions about what they are doing at the moment. \nE6.3.SI2. Students will be able to ask people to compare things.  \nSpoken Production \nE6.3.SP1. Students will be able to describe people doing different actions. \nE6.3.SP2. Students will be able to make comparisons between two things.  \nReading \nE6.3.R1. Students will be able to understand visually supported, short and simple texts.","unit":"Unit 3: Downtown","subject":"Describing places (Making comparisons) Downtown is busier on Mondays. A skyscraper is higher than a school building. Which city is more beautiful? New York or Istanbul? The street is more crowded than the park.  Describing what people are doing now (Making simple inquiries) What is s/he doing now/at the moment? —S/he is feeding the street cats. —Feeding? —Yes, s/he is. What is s/he doing right now? —S/he’s reading a book right now.  busy crowded downtown feed hometown high kiosk, -s sell skyscraper, -s street town, -s traffic jam","description":"Contexts Brochures Conversations Illustrations Maps Magazines Podcasts Signs Songs Stories Videos Websites  Tasks/Activities Drama (Role Play, Simulation, Pantomime) Information/Opinion Gap Information Transfer Games Labeling Matching "},{"content":"2. Hafta|10-16 Kasım|        ARA TATİL","unit":"","subject":"","description":""},{"content":"3. Hafta|17-23 Kasım|Listening \nE6.3.L1. Students will be able to identify expressions and phrases related to present events. E6.3.L2. Students will be able to pick up the expressions in a dialogue comparing things.  Spoken Interaction \nE6.3.SI1. Students will be able to ask people questions about what they are doing at the moment. \nE6.3.SI2. Students will be able to ask people to compare things.  \nSpoken Production \nE6.3.SP1. Students will be able to describe people doing different actions. \nE6.3.SP2. Students will be able to make comparisons between two things.  \nReading \nE6.3.R1. Students will be able to understand visually supported, short and simple texts.","unit":"Unit 3: Downtown","subject":"Describing places (Making comparisons) Downtown is busier on Mondays. A skyscraper is higher than a school building. Which city is more beautiful? New York or Istanbul? The street is more crowded than the park.  Describing what people are doing now (Making simple inquiries) What is s/he doing now/at the moment? —S/he is feeding the street cats. —Feeding? —Yes, s/he is. What is s/he doing right now? —S/he’s reading a book right now.  busy crowded downtown feed hometown high kiosk, -s sell skyscraper, -s street town, -s traffic jam","description":"Contexts Brochures Conversations Illustrations Maps Magazines Podcasts Signs Songs Stories Videos Websites  Tasks/Activities Drama (Role Play, Simulation, Pantomime) Information/Opinion Gap Information Transfer Games Labeling Matching "},{"content":"4. Hafta|24-30 Kasım|Listening \nE6.3.L1. Students will be able to identify expressions and phrases related to present events. E6.3.L2. Students will be able to pick up the expressions in a dialogue comparing things.  Spoken Interaction \nE6.3.SI1. Students will be able to ask people questions about what they are doing at the moment. \nE6.3.SI2. Students will be able to ask people to compare things.  \nSpoken Production \nE6.3.SP1. Students will be able to describe people doing different actions. \nE6.3.SP2. Students will be able to make comparisons between two things.  \nReading \nE6.3.R1. Students will be able to understand visually supported, short and simple texts.","unit":"Unit 3: Downtown","subject":"Describing places (Making comparisons) Downtown is busier on Mondays. A skyscraper is higher than a school building. Which city is more beautiful? New York or Istanbul? The street is more crowded than the park.  Describing what people are doing now (Making simple inquiries) What is s/he doing now/at the moment? —S/he is feeding the street cats. —Feeding? —Yes, s/he is. What is s/he doing right now? —S/he’s reading a book right now.  busy crowded downtown feed hometown high kiosk, -s sell skyscraper, -s street town, -s traffic jam","description":"Contexts Brochures Conversations Illustrations Maps Magazines Podcasts Signs Songs Stories Videos Websites  Tasks/Activities Drama (Role Play, Simulation, Pantomime) Information/Opinion Gap Information Transfer Games Labeling Matching "},{"content":"1. Hafta|01-07 Aralık|Listening \nE6.4.L1. Students will be able to pick up specific information from short oral texts about weather conditions and emotions.  Spoken Interaction \nE6.4.SI1. Students will be able to ask people about the weather.  Spoken Production \nE6.4.SP1. Students will be able to talk about the weather and their emotions in a simple way.  Reading \nE6.4.R1. Students will be able to understand short and simple texts about the weather, weather conditions and emotios.\n","unit":"Unit 4: Weather and Emotions","subject":"Describing the weather What’s the weather like? —It’s foggy. —It’s very cold. It is 2 degrees Celsius! —It is stormy. I feel scared. —It’s not snowy in the desert. It is dry.  Making simple inquiries —I don’t get it. Can you repeat that, please?  Expressing emotions I feel …  anxious moody sleepy cloudy fabulous freezing hailing lightning stormy windy","description":"Contexts Brochures Cartoons Conversations Illustrations Maps Magazines Podcasts Signs Songs Stories Videos Websites  Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opinion Gap Information Transfer Labeling Ma"},{"content":"2. Hafta|08-14 Aralık|Listening \nE6.4.L1. Students will be able to pick up specific information from short oral texts about weather conditions and emotions.  Spoken Interaction \nE6.4.SI1. Students will be able to ask people about the weather.  Spoken Production \nE6.4.SP1. Students will be able to talk about the weather and their emotions in a simple way.  Reading \nE6.4.R1. Students will be able to understand short and simple texts about the weather, weather conditions and emotios.\n","unit":"Unit 4: Weather and Emotions","subject":"Describing the weather What’s the weather like? —It’s foggy. —It’s very cold. It is 2 degrees Celsius! —It is stormy. I feel scared. —It’s not snowy in the desert. It is dry.  Making simple inquiries —I don’t get it. Can you repeat that, please?  Expressing emotions I feel …  anxious moody sleepy cloudy fabulous freezing hailing lightning stormy windy","description":"Contexts Brochures Cartoons Conversations Illustrations Maps Magazines Podcasts Signs Songs Stories Videos Websites  Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opinion Gap Information Transfer Labeling Ma"},{"content":"3. Hafta|15-21 Aralık|Listening \nE6.4.L1. Students will be able to pick up specific information from short oral texts about weather conditions and emotions.  Spoken Interaction \nE6.4.SI1. Students will be able to ask people about the weather.  Spoken Production \nE6.4.SP1. Students will be able to talk about the weather and their emotions in a simple way.  Reading \nE6.4.R1. Students will be able to understand short and simple texts about the weather, weather conditions and emotios.\n","unit":"Unit 4: Weather and Emotions","subject":"Describing the weather What’s the weather like? —It’s foggy. —It’s very cold. It is 2 degrees Celsius! —It is stormy. I feel scared. —It’s not snowy in the desert. It is dry.  Making simple inquiries —I don’t get it. Can you repeat that, please?  Expressing emotions I feel …  anxious moody sleepy cloudy fabulous freezing hailing lightning stormy windy","description":"Contexts Brochures Cartoons Conversations Illustrations Maps Magazines Podcasts Signs Songs Stories Videos Websites  Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opinion Gap Information Transfer Labeling Ma"},{"content":"4. Hafta|22-28 Aralık|Listening \nE6.4.L1. Students will be able to pick up specific information from short oral texts about weather conditions and emotions.  Spoken Interaction \nE6.4.SI1. Students will be able to ask people about the weather.  Spoken Production \nE6.4.SP1. Students will be able to talk about the weather and their emotions in a simple way.  Reading \nE6.4.R1. Students will be able to understand short and simple texts about the weather, weather conditions and emotios.\n","unit":"Unit 4: Weather and Emotions","subject":"Describing the weather What’s the weather like? —It’s foggy. —It’s very cold. It is 2 degrees Celsius! —It is stormy. I feel scared. —It’s not snowy in the desert. It is dry.  Making simple inquiries —I don’t get it. Can you repeat that, please?  Expressing emotions I feel …  anxious moody sleepy cloudy fabulous freezing hailing lightning stormy windy","description":"Contexts Brochures Cartoons Conversations Illustrations Maps Magazines Podcasts Signs Songs Stories Videos Websites  Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opinion Gap Information Transfer Labeling Ma"},{"content":"1. Hafta|29 Aralık-04 Ocak|Listening \nE6.5.L1. Students will be able to recognize the words related to the expression of emotions.  Spoken Interaction \nE6.5.SI1. Students will be able to talk about and express the feelings and personal opinions about places and things.  \nSpoken Production \nE6.5.SP1. Students will be able to use various simple expressions to state the feelings and personal opinions about places and things.  \nReading \nE6.5.R1. Students will be able to understand general meaning in simple texts related to the feelings and personal opinions about places and things. \nE6.5.R2. Students will be able to read specific information on a poster about a certain place.","unit":"Unit 5: At the Fair","subject":"Describing places There are many fun things at the fair. —Roller coasters are crazy!  Expressing feelings —I think they are frightening.  Expressing likes and dislikes —I agree. I like the roller coaster very much. —I like the train ride. It is fun. —I hate bumper cars. They are boring. —I think a ghost train is more frightening than the roller coaster.  Stating personal opinions What do you think about fairs? —I think they are exciting places. —I disagree. I think they are fun. amazing boring bumper car, -s carnival carrousel, -s crazy dull exciting fantastic ferris wheel ghost train, -s horrible interesting roller coaster, -s terrifying thrilling","description":"Contexts Advertisements Brochures Cartoons Conversations Illustrations Maps Magazines Podcasts Posters Songs Stories Videos  Tasks/Activities Chants and Songs Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opinion Gap Informa"},{"content":"2. Hafta|05-11 Ocak|Listening \nE6.5.L1. Students will be able to recognize the words related to the expression of emotions.  Spoken Interaction \nE6.5.SI1. Students will be able to talk about and express the feelings and personal opinions about places and things.  \nSpoken Production \nE6.5.SP1. Students will be able to use various simple expressions to state the feelings and personal opinions about places and things.  \nReading \nE6.5.R1. Students will be able to understand general meaning in simple texts related to the feelings and personal opinions about places and things. \nE6.5.R2. Students will be able to read specific information on a poster about a certain place.","unit":"Unit 5: At the Fair","subject":"Describing places There are many fun things at the fair. —Roller coasters are crazy!  Expressing feelings —I think they are frightening.  Expressing likes and dislikes —I agree. I like the roller coaster very much. —I like the train ride. It is fun. —I hate bumper cars. They are boring. —I think a ghost train is more frightening than the roller coaster.  Stating personal opinions What do you think about fairs? —I think they are exciting places. —I disagree. I think they are fun. amazing boring bumper car, -s carnival carrousel, -s crazy dull exciting fantastic ferris wheel ghost train, -s horrible interesting roller coaster, -s terrifying thrilling","description":"Contexts Advertisements Brochures Cartoons Conversations Illustrations Maps Magazines Podcasts Posters Songs Stories Videos  Tasks/Activities Chants and Songs Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opinion Gap Informa"},{"content":"3. Hafta|12-18 Ocak|Listening \nE6.5.L1. Students will be able to recognize the words related to the expression of emotions.  Spoken Interaction \nE6.5.SI1. Students will be able to talk about and express the feelings and personal opinions about places and things.  \nSpoken Production \nE6.5.SP1. Students will be able to use various simple expressions to state the feelings and personal opinions about places and things.  \nReading \nE6.5.R1. Students will be able to understand general meaning in simple texts related to the feelings and personal opinions about places and things. \nE6.5.R2. Students will be able to read specific information on a poster about a certain place.","unit":"Unit 5: At the Fair","subject":"Describing places There are many fun things at the fair. —Roller coasters are crazy!  Expressing feelings —I think they are frightening.  Expressing likes and dislikes —I agree. I like the roller coaster very much. —I like the train ride. It is fun. —I hate bumper cars. They are boring. —I think a ghost train is more frightening than the roller coaster.  Stating personal opinions What do you think about fairs? —I think they are exciting places. —I disagree. I think they are fun. amazing boring bumper car, -s carnival carrousel, -s crazy dull exciting fantastic ferris wheel ghost train, -s horrible interesting roller coaster, -s terrifying thrilling","description":"Contexts Advertisements Brochures Cartoons Conversations Illustrations Maps Magazines Podcasts Posters Songs Stories Videos  Tasks/Activities Chants and Songs Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opinion Gap Informa"},{"content":"4. Hafta|19-25 Ocak|                YARIYIL TATİLİ","unit":"","subject":"","description":""},{"content":"5. Hafta|26 Ocak-01 Şubat|YARIYIL TATİLİ","unit":"","subject":"","description":""},{"content":"1. Hafta|02-08 Şubat|                 Listening \nE6.7.L1. Students will be able to spot the activities about holidays in oral texts. \nSpoken Interaction \nE6.7.SI1. Students will be able to talk about their holidays. Spoken Production \nE6.7.SP1. Students will be able to describe past activities and personal experiences. Reading \nE6.7.R1. Students will be able to understand short, simple sentences and expressions related to past activities. \nWriting \nE6.7.W1. Students will be able to write short and simple pieces in various forms about holidays.","unit":"Unit 6: Occupations","subject":"\"Talking about past events (Making simple inquiries) What did you do in your holiday? —I played with my friends, and I learned skiing. —My brother and I climbed trees and picked fruit. I enjoyed it. —We walked in the forest yesterday. What did s/he do in the holiday? —S/he studied English. —S/he visited her/his grandparents last week. forest, -s flower, -s fruit lake, -s mountain, -s pick river, -s sailing seaside sightseeing skiing snowball snowman tree, -s\"","description":"\"Contexts Advertisements Brochures Cartoons Conversations Illustrations Maps Magazines Postcards Posters Songs Stories Videos Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opinion Gap Information Transfer Making Puppets Matching Labeling Questions and Answers Reordering Storytelling True/False/No information Assignments • Students prepare a postcard and write about what they did on their holiday. • Students prepare a pamphlet showing different places for different holiday activities in their country.\""},{"content":"2. Hafta|09-15 Şubat|                 Listening \nE6.7.L1. Students will be able to spot the activities about holidays in oral texts. \nSpoken Interaction \nE6.7.SI1. Students will be able to talk about their holidays. Spoken Production \nE6.7.SP1. Students will be able to describe past activities and personal experiences. Reading \nE6.7.R1. Students will be able to understand short, simple sentences and expressions related to past activities. \nWriting \nE6.7.W1. Students will be able to write short and simple pieces in various forms about holidays.","unit":"Unit 6: Occupations","subject":"\"Talking about past events (Making simple inquiries) What did you do in your holiday? —I played with my friends, and I learned skiing. —My brother and I climbed trees and picked fruit. I enjoyed it. —We walked in the forest yesterday. What did s/he do in the holiday? —S/he studied English. —S/he visited her/his grandparents last week. forest, -s flower, -s fruit lake, -s mountain, -s pick river, -s sailing seaside sightseeing skiing snowball snowman tree, -s\"","description":"\"Contexts Advertisements Brochures Cartoons Conversations Illustrations Maps Magazines Postcards Posters Songs Stories Videos Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opinion Gap Information Transfer Making Puppets Matching Labeling Questions and Answers Reordering Storytelling True/False/No information Assignments • Students prepare a postcard and write about what they did on their holiday. • Students prepare a pamphlet showing different places for different holiday activities in their country.\""},{"content":"3. Hafta|16-22 Şubat|                 Listening \nE6.7.L1. Students will be able to spot the activities about holidays in oral texts. \nSpoken Interaction \nE6.7.SI1. Students will be able to talk about their holidays. Spoken Production \nE6.7.SP1. Students will be able to describe past activities and personal experiences. Reading \nE6.7.R1. Students will be able to understand short, simple sentences and expressions related to past activities. \nWriting \nE6.7.W1. Students will be able to write short and simple pieces in various forms about holidays.","unit":"Unit 6: Occupations","subject":"\"Talking about past events (Making simple inquiries) What did you do in your holiday? —I played with my friends, and I learned skiing. —My brother and I climbed trees and picked fruit. I enjoyed it. —We walked in the forest yesterday. What did s/he do in the holiday? —S/he studied English. —S/he visited her/his grandparents last week. forest, -s flower, -s fruit lake, -s mountain, -s pick river, -s sailing seaside sightseeing skiing snowball snowman tree, -s\"","description":"\"Contexts Advertisements Brochures Cartoons Conversations Illustrations Maps Magazines Postcards Posters Songs Stories Videos Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opinion Gap Information Transfer Making Puppets Matching Labeling Questions and Answers Reordering Storytelling True/False/No information Assignments • Students prepare a postcard and write about what they did on their holiday. • Students prepare a pamphlet showing different places for different holiday activities in their country.\""},{"content":"4. Hafta|23 Şubat-01 Mart|                 Listening \nE6.7.L1. Students will be able to spot the activities about holidays in oral texts. \nSpoken Interaction \nE6.7.SI1. Students will be able to talk about their holidays. Spoken Production \nE6.7.SP1. Students will be able to describe past activities and personal experiences. Reading \nE6.7.R1. Students will be able to understand short, simple sentences and expressions related to past activities. \nWriting \nE6.7.W1. Students will be able to write short and simple pieces in various forms about holidays.","unit":"Unit 6: Occupations","subject":"\"Talking about past events (Making simple inquiries) What did you do in your holiday? —I played with my friends, and I learned skiing. —My brother and I climbed trees and picked fruit. I enjoyed it. —We walked in the forest yesterday. What did s/he do in the holiday? —S/he studied English. —S/he visited her/his grandparents last week. forest, -s flower, -s fruit lake, -s mountain, -s pick river, -s sailing seaside sightseeing skiing snowball snowman tree, -s\"","description":"\"Contexts Advertisements Brochures Cartoons Conversations Illustrations Maps Magazines Postcards Posters Songs Stories Videos Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opinion Gap Information Transfer Making Puppets Matching Labeling Questions and Answers Reordering Storytelling True/False/No information Assignments • Students prepare a postcard and write about what they did on their holiday. • Students prepare a pamphlet showing different places for different holiday activities in their country.\""},{"content":"1. Hafta|02-08 Mart|                 Listening \nE6.8.L1. Students will be able to listen to the instructions and locate things. \nE6.8.L2. Students will be able to understand past events in oral texts.  \nSpoken Interaction \nE6.8.SI1. Students will be able to talk about the locations of people and things. \nE6.8.SI2. Students will be able to talk about past events with definite time.  \nSpoken Production \nE6.8.SP1. Students will be able to describe the locations of people and things. \nE6.8.SP2. Students will be able to describe past events with definite time.  \nReading \nE6.8.R1. Students will be able to understand short, simple sentences and expressions about past events with definite time.  \nWriting \nE6.8.W1. Students will be able to write about past events with definite time. \nE6.8.W2. Students will be able to write about the locations of people and things.","unit":"Unit 7: Holidays","subject":"Talking about locations of things and people Where is s/he? —S/he is in front of/next to/near/ behind/between/under/over ... I can’t find my book. Can you help me? —Look! It is under the bed.  Talking about past events What happened in the library yesterday? —I read important books. —I found some interesting information in the magazines. —I looked up/for some dictionaries.  author/writer borrow/lend bookshelf dictionary e-book important information library look at/for/up magazine newspaper novel poetry story","description":"Contexts Advertisements Brochures Cartoons Conversations Illustrations Maps Magazines Postcards Posters Songs Stories Videos Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opinion Gap Information Transfer Making Puppets Matching Labeling Questions and Answers Reordering Storytelling True/False/No information Assignments • Students prepare a postcard and write about what they did on their holiday. • Students prepare a pamphlet showing different places for different holiday activities in their country.\""},{"content":"2. Hafta|09-15 Mart|                 Listening \nE6.8.L1. Students will be able to listen to the instructions and locate things. \nE6.8.L2. Students will be able to understand past events in oral texts.  \nSpoken Interaction \nE6.8.SI1. Students will be able to talk about the locations of people and things. \nE6.8.SI2. Students will be able to talk about past events with definite time.  \nSpoken Production \nE6.8.SP1. Students will be able to describe the locations of people and things. \nE6.8.SP2. Students will be able to describe past events with definite time.  \nReading \nE6.8.R1. Students will be able to understand short, simple sentences and expressions about past events with definite time.  \nWriting \nE6.8.W1. Students will be able to write about past events with definite time. \nE6.8.W2. Students will be able to write about the locations of people and things.","unit":"Unit 7: Holidays","subject":"Talking about locations of things and people Where is s/he? —S/he is in front of/next to/near/ behind/between/under/over ... I can’t find my book. Can you help me? —Look! It is under the bed.  Talking about past events What happened in the library yesterday? —I read important books. —I found some interesting information in the magazines. —I looked up/for some dictionaries.  author/writer borrow/lend bookshelf dictionary e-book important information library look at/for/up magazine newspaper novel poetry story","description":"Contexts Advertisements Brochures Cartoons Conversations Illustrations Maps Magazines Postcards Posters Songs Stories Videos Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opinion Gap Information Transfer Making Puppets Matching Labeling Questions and Answers Reordering Storytelling True/False/No information Assignments • Students prepare a postcard and write about what they did on their holiday. • Students prepare a pamphlet showing different places for different holiday activities in their country.\""},{"content":"3. Hafta|16-22 Mart|                 ARA TATİL","unit":"","subject":"","description":""},{"content":"4. Hafta|23-29 Mart|                 Listening \nE6.8.L1. Students will be able to listen to the instructions and locate things. \nE6.8.L2. Students will be able to understand past events in oral texts.  \nSpoken Interaction \nE6.8.SI1. Students will be able to talk about the locations of people and things. \nE6.8.SI2. Students will be able to talk about past events with definite time.  \nSpoken Production \nE6.8.SP1. Students will be able to describe the locations of people and things. \nE6.8.SP2. Students will be able to describe past events with definite time.  \nReading \nE6.8.R1. Students will be able to understand short, simple sentences and expressions about past events with definite time.  \nWriting \nE6.8.W1. Students will be able to write about past events with definite time. \nE6.8.W2. Students will be able to write about the locations of people and things.","unit":"Unit 7: Holidays","subject":"Talking about locations of things and people Where is s/he? —S/he is in front of/next to/near/ behind/between/under/over ... I can’t find my book. Can you help me? —Look! It is under the bed.  Talking about past events What happened in the library yesterday? —I read important books. —I found some interesting information in the magazines. —I looked up/for some dictionaries.  author/writer borrow/lend bookshelf dictionary e-book important information library look at/for/up magazine newspaper novel poetry story","description":"Contexts Advertisements Brochures Cartoons Conversations Illustrations Maps Magazines Postcards Posters Songs Stories Videos Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opinion Gap Information Transfer Making Puppets Matching Labeling Questions and Answers Reordering Storytelling True/False/No information Assignments • Students prepare a postcard and write about what they did on their holiday. • Students prepare a pamphlet showing different places for different holiday activities in their country.\""},{"content":"1. Hafta|30 Mart-05 Nisan|                 Listening \nE6.8.L1. Students will be able to listen to the instructions and locate things. \nE6.8.L2. Students will be able to understand past events in oral texts.  \nSpoken Interaction \nE6.8.SI1. Students will be able to talk about the locations of people and things. \nE6.8.SI2. Students will be able to talk about past events with definite time.  \nSpoken Production \nE6.8.SP1. Students will be able to describe the locations of people and things. \nE6.8.SP2. Students will be able to describe past events with definite time.  \nReading \nE6.8.R1. Students will be able to understand short, simple sentences and expressions about past events with definite time.  \nWriting \nE6.8.W1. Students will be able to write about past events with definite time. \nE6.8.W2. Students will be able to write about the locations of people and things.","unit":"Unit 7: Holidays","subject":"Talking about locations of things and people Where is s/he? —S/he is in front of/next to/near/ behind/between/under/over ... I can’t find my book. Can you help me? —Look! It is under the bed.  Talking about past events What happened in the library yesterday? —I read important books. —I found some interesting information in the magazines. —I looked up/for some dictionaries.  author/writer borrow/lend bookshelf dictionary e-book important information library look at/for/up magazine newspaper novel poetry story","description":"Contexts Advertisements Brochures Cartoons Conversations Illustrations Maps Magazines Postcards Posters Songs Stories Videos Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opinion Gap Information Transfer Making Puppets Matching Labeling Questions and Answers Reordering Storytelling True/False/No information Assignments • Students prepare a postcard and write about what they did on their holiday. • Students prepare a pamphlet showing different places for different holiday activities in their country.\""},{"content":"2. Hafta|06-12 Nisan|                 Listening \nE6.8.L1. Students will be able to listen to the instructions and locate things. \nE6.8.L2. Students will be able to understand past events in oral texts.  \nSpoken Interaction \nE6.8.SI1. Students will be able to talk about the locations of people and things. \nE6.8.SI2. Students will be able to talk about past events with definite time.  \nSpoken Production \nE6.8.SP1. Students will be able to describe the locations of people and things. \nE6.8.SP2. Students will be able to describe past events with definite time.  \nReading \nE6.8.R1. Students will be able to understand short, simple sentences and expressions about past events with definite time.  \nWriting \nE6.8.W1. Students will be able to write about past events with definite time. \nE6.8.W2. Students will be able to write about the locations of people and things.","unit":"Unit 8: Bookworms","subject":"Talking about locations of things and people Where is s/he? —S/he is in front of/next to/near/ behind/between/under/over ... I can’t find my book. Can you help me? —Look! It is under the bed.  Talking about past events What happened in the library yesterday? —I read important books. —I found some interesting information in the magazines. —I looked up/for some dictionaries.  author/writer borrow/lend bookshelf dictionary e-book important information library look at/for/up magazine newspaper novel poetry story","description":"Contexts Brochures Captions Cartoons Conversations Illustrations Magazines Probes/Realia Podcasts Posters Songs Stories Videos  Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opinion Gap Information"},{"content":"3. Hafta|13-19 Nisan|                 Listening \nE6.8.L1. Students will be able to listen to the instructions and locate things. \nE6.8.L2. Students will be able to understand past events in oral texts.  \nSpoken Interaction \nE6.8.SI1. Students will be able to talk about the locations of people and things. \nE6.8.SI2. Students will be able to talk about past events with definite time.  \nSpoken Production \nE6.8.SP1. Students will be able to describe the locations of people and things. \nE6.8.SP2. Students will be able to describe past events with definite time.  \nReading \nE6.8.R1. Students will be able to understand short, simple sentences and expressions about past events with definite time.  \nWriting \nE6.8.W1. Students will be able to write about past events with definite time. \nE6.8.W2. Students will be able to write about the locations of people and things.","unit":"Unit 8: Bookworms","subject":"Talking about locations of things and people Where is s/he? —S/he is in front of/next to/near/ behind/between/under/over ... I can’t find my book. Can you help me? —Look! It is under the bed.  Talking about past events What happened in the library yesterday? —I read important books. —I found some interesting information in the magazines. —I looked up/for some dictionaries.  author/writer borrow/lend bookshelf dictionary e-book important information library look at/for/up magazine newspaper novel poetry story","description":"Contexts Brochures Captions Cartoons Conversations Illustrations Magazines Probes/Realia Podcasts Posters Songs Stories Videos  Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opinion Gap Information"},{"content":"4. Hafta|20-26 Nisan|                 Listening \nE6.8.L1. Students will be able to listen to the instructions and locate things. \nE6.8.L2. Students will be able to understand past events in oral texts.  \nSpoken Interaction \nE6.8.SI1. Students will be able to talk about the locations of people and things. \nE6.8.SI2. Students will be able to talk about past events with definite time.  \nSpoken Production \nE6.8.SP1. Students will be able to describe the locations of people and things. \nE6.8.SP2. Students will be able to describe past events with definite time.  \nReading \nE6.8.R1. Students will be able to understand short, simple sentences and expressions about past events with definite time.  \nWriting \nE6.8.W1. Students will be able to write about past events with definite time. \nE6.8.W2. Students will be able to write about the locations of people and things.","unit":"Unit 8: Bookworms","subject":"Talking about locations of things and people Where is s/he? —S/he is in front of/next to/near/ behind/between/under/over ... I can’t find my book. Can you help me? —Look! It is under the bed.  Talking about past events What happened in the library yesterday? —I read important books. —I found some interesting information in the magazines. —I looked up/for some dictionaries.  author/writer borrow/lend bookshelf dictionary e-book important information library look at/for/up magazine newspaper novel poetry story","description":"Contexts Brochures Captions Cartoons Conversations Illustrations Magazines Probes/Realia Podcasts Posters Songs Stories Videos  Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opinion Gap Information"},{"content":"5. Hafta|27 Nisan-03 Mayıs|                 Listening \nE6.8.L1. Students will be able to listen to the instructions and locate things. \nE6.8.L2. Students will be able to understand past events in oral texts.  \nSpoken Interaction \nE6.8.SI1. Students will be able to talk about the locations of people and things. \nE6.8.SI2. Students will be able to talk about past events with definite time.  \nSpoken Production \nE6.8.SP1. Students will be able to describe the locations of people and things. \nE6.8.SP2. Students will be able to describe past events with definite time.  \nReading \nE6.8.R1. Students will be able to understand short, simple sentences and expressions about past events with definite time.  \nWriting \nE6.8.W1. Students will be able to write about past events with definite time. \nE6.8.W2. Students will be able to write about the locations of people and things.","unit":"Unit 8: Bookworms","subject":"Talking about locations of things and people Where is s/he? —S/he is in front of/next to/near/ behind/between/under/over ... I can’t find my book. Can you help me? —Look! It is under the bed.  Talking about past events What happened in the library yesterday? —I read important books. —I found some interesting information in the magazines. —I looked up/for some dictionaries.  author/writer borrow/lend bookshelf dictionary e-book important information library look at/for/up magazine newspaper novel poetry story","description":"Contexts Brochures Captions Cartoons Conversations Illustrations Magazines Probes/Realia Podcasts Posters Songs Stories Videos  Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opinion Gap Information"},{"content":"1. Hafta|04-10 Mayıs|                 Listening \nE6.9.L1. Students will be able to recognize appropriate attitudes to save energy and to protect the environment. E6.9.L2. Students will be able to understand suggestions related to the protection of the environment in simple oral texts.  Spoken Interaction E6.9.SI1. Students will be able to give each other suggestions about the protection of the environment.  \nSpoken Production \nE6.9.SP1. Students will be able to talk to people about the protection of the environment.  Reading E6.9.R1. Students will be able to understand the texts about the protection of the environment. \nE6.9.R2. Students will be able to follow short, simple written instructions.  \nWriting \nE6.9.W1. Students will be able to write simple pieces about the protection of the environment.","unit":"Unit 9: Saving the Planet","subject":"Giving and responding to simple suggestions What should we do to save our world? —We should save energy. —We can use less water and electricity. —We should recycle the batteries. —We should not harm animals. —Turn off the lights. —Don’t waste water. —Unplug the TV.  air/water/noise pollution cut down damage garbage electrical device, -s harm litter plug (unplug) recycle rubbish reduce save trash waste","description":"Contexts Advertisements Blogs Brochures Captions Cartoons Conversations Illustrations Magazines Notes and Messages Podcasts Posters Signs Songs Stories Videos  Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/O"},{"content":"2. Hafta|11-17 Mayıs|                 Listening \nE6.9.L1. Students will be able to recognize appropriate attitudes to save energy and to protect the environment. E6.9.L2. Students will be able to understand suggestions related to the protection of the environment in simple oral texts.  Spoken Interaction E6.9.SI1. Students will be able to give each other suggestions about the protection of the environment.  \nSpoken Production \nE6.9.SP1. Students will be able to talk to people about the protection of the environment.  Reading E6.9.R1. Students will be able to understand the texts about the protection of the environment. \nE6.9.R2. Students will be able to follow short, simple written instructions.  \nWriting \nE6.9.W1. Students will be able to write simple pieces about the protection of the environment.","unit":"Unit 9: Saving the Planet","subject":"Giving and responding to simple suggestions What should we do to save our world? —We should save energy. —We can use less water and electricity. —We should recycle the batteries. —We should not harm animals. —Turn off the lights. —Don’t waste water. —Unplug the TV.  air/water/noise pollution cut down damage garbage electrical device, -s harm litter plug (unplug) recycle rubbish reduce save trash waste","description":"Contexts Advertisements Blogs Brochures Captions Cartoons Conversations Illustrations Magazines Notes and Messages Podcasts Posters Signs Songs Stories Videos  Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/O"},{"content":"3. Hafta|18-24 Mayıs|                 Listening \nE6.9.L1. Students will be able to recognize appropriate attitudes to save energy and to protect the environment. E6.9.L2. Students will be able to understand suggestions related to the protection of the environment in simple oral texts.  Spoken Interaction E6.9.SI1. Students will be able to give each other suggestions about the protection of the environment.  \nSpoken Production \nE6.9.SP1. Students will be able to talk to people about the protection of the environment.  Reading E6.9.R1. Students will be able to understand the texts about the protection of the environment. \nE6.9.R2. Students will be able to follow short, simple written instructions.  \nWriting \nE6.9.W1. Students will be able to write simple pieces about the protection of the environment.","unit":"Unit 9: Saving the Planet","subject":"Giving and responding to simple suggestions What should we do to save our world? —We should save energy. —We can use less water and electricity. —We should recycle the batteries. —We should not harm animals. —Turn off the lights. —Don’t waste water. —Unplug the TV.  air/water/noise pollution cut down damage garbage electrical device, -s harm litter plug (unplug) recycle rubbish reduce save trash waste","description":"Contexts Advertisements Blogs Brochures Captions Cartoons Conversations Illustrations Magazines Notes and Messages Podcasts Posters Signs Songs Stories Videos  Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/O"},{"content":"4. Hafta|25-31 Mayıs|                 BAYRAM TATİLİ","unit":"BAYRAM TATİLİ","subject":"BAYRAM TATİLİ","description":"BAYRAM TATİLİ"},{"content":"1. Hafta|01-07 Haziran|                 Listening \nE6.10.L1. Students will be able to recognize some key features related to the concept of democracy.  Spoken Interaction \nE6.10.SI1. Students will be able to talk about the stages of classroom president polls.  \nSpoken Production \nE6.10.SP1. Students will be able to give short descriptions of past and present events. \nE6.10.SP2. Students will be able to talk about the concept of democracy.  \nReading \nE6.10.R1. Students will be able to recognize familiar words and simple phrases related to the concept of democracy.  \nWriting \nE6.10.W1. Students will be able to write simple pieces about concepts related to democracy.","unit":"Unit 10: Democracy","subject":"Talking about stages of a procedure You should ... choose your candidate. talk about your plans/opinions. respect others. write the name of the candidate. fold the paper. put it into the ballot box.  Making simple inquiries Are you a candidate? Who is your candidate? Do you support Ahmet in the election? Who do you support in the election?  Talking about past events —We had an election in our school. —We elected our classroom president. —Our classroom president gave us a  speech. ballot box, -es campaign, -s candidate, -s child/human right, -s election, -s fair law, -s make/give a speech president poll public respect republic vote","description":"Contexts Advertisements Blogs Brochures Captions Cartoons Conversations Illustrations Magazines Notes and Messages Podcasts Postes Signs Songs Stories Videos Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opi"},{"content":"2. Hafta|08-14 Haziran|                             Listening \nE6.10.L1. Students will be able to recognize some key features related to the concept of democracy.  Spoken Interaction \nE6.10.SI1. Students will be able to talk about the stages of classroom president polls.  \nSpoken Production \nE6.10.SP1. Students will be able to give short descriptions of past and present events. \nE6.10.SP2. Students will be able to talk about the concept of democracy.  \nReading \nE6.10.R1. Students will be able to recognize familiar words and simple phrases related to the concept of democracy.  \nWriting \nE6.10.W1. Students will be able to write simple pieces about concepts related to democracy.","unit":"Unit 10: Democracy","subject":"Talking about stages of a procedure You should ... choose your candidate. talk about your plans/opinions. respect others. write the name of the candidate. fold the paper. put it into the ballot box.  Making simple inquiries Are you a candidate? Who is your candidate? Do you support Ahmet in the election? Who do you support in the election?  Talking about past events —We had an election in our school. —We elected our classroom president. —Our classroom president gave us a  speech. ballot box, -es campaign, -s candidate, -s child/human right, -s election, -s fair law, -s make/give a speech president poll public respect republic vote","description":"Contexts Advertisements Blogs Brochures Captions Cartoons Conversations Illustrations Magazines Notes and Messages Podcasts Postes Signs Songs Stories Videos Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opi"},{"content":"3. Hafta|15-21 Haziran|                 Listening \nE6.10.L1. Students will be able to recognize some key features related to the concept of democracy.  Spoken Interaction \nE6.10.SI1. Students will be able to talk about the stages of classroom president polls.  \nSpoken Production \nE6.10.SP1. Students will be able to give short descriptions of past and present events. \nE6.10.SP2. Students will be able to talk about the concept of democracy.  \nReading \nE6.10.R1. Students will be able to recognize familiar words and simple phrases related to the concept of democracy.  \nWriting \nE6.10.W1. Students will be able to write simple pieces about concepts related to democracy.","unit":"Unit 10: Democracy","subject":"Talking about stages of a procedure You should ... choose your candidate. talk about your plans/opinions. respect others. write the name of the candidate. fold the paper. put it into the ballot box.  Making simple inquiries Are you a candidate? Who is your candidate? Do you support Ahmet in the election? Who do you support in the election?  Talking about past events —We had an election in our school. —We elected our classroom president. —Our classroom president gave us a  speech. ballot box, -es campaign, -s candidate, -s child/human right, -s election, -s fair law, -s make/give a speech president poll public respect republic vote","description":"Contexts Advertisements Blogs Brochures Captions Cartoons Conversations Illustrations Magazines Notes and Messages Podcasts Postes Signs Songs Stories Videos Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Information/Opi"},{"content":"4. Hafta|22-28 Haziran|SOSYAL ETKİNLİK","unit":"SOSYAL ETKİNLİK","subject":"SOSYAL ETKİNLİK","description":"SOSYAL ETKİNLİK"}],"grade":6,"lesson_code":"E","subject":"İngilizce","id":"6950f07cb25c7531f79d5518"}