{"_id":"6950f07db25c7531f79d551c","outcome_id":"3587","created_at":"2025-12-28T08:55:25.327Z","updated_at":"2025-12-28T09:40:16.142Z","weeks":[{"content":"2. Hafta|08-14 Eylül|Listening\nE7.1.L1. Students will be able to understand clear, standard speech on appearances and personalities.\n\nSpoken Interaction\nE7.1.SI1. Students will be able to talk about other people’s appearances and personalities.\n\nSpoken Production\nE7.1.SP1. Students will be able to report on apperances and personalities of other people.\n\nReading\nE7.1.R1. Students will be able to understand a simple text about appearances, personalities, and comparisons including explanations and\nreasons.\n\nWriting\nE7.1.W1. Students will be able to write simple pieces to compare people.","unit":"Appearance and Personality","subject":"Contexts\nBlogs\nDiaries/Journal Entries\nIllustrations\nJokes\nMagazines\nPlays\nPodcasts\nPosters\nQuestionnaires\nStories\nTables\nVideos\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames\nInformation/Opinion Gap\nInformation Transfe","description":"Describing characters/people\n(Making simple inquiries)\n—What does your best friend look like?\n—S/he is beautiful/handsome, with curly\nhair and green eyes.\n—What is s/he like?\n—S/he is slimmer than me and s/he has\nshort and dark hair.\n—My cousin is more outgoing than me;\ns/he has a lot of friends.\n\nMaking simple comparisons\n(Giving explanations/reasons)\nS/he can play basketball well because\ns/he is taller than me.\n\nattractive\nbeautiful\ncute\neasy-going\ngenerous\nhandsome\nhonest\nheadscarf\noutgoing\nplump\npunctual\nselfish\nslim\nsmart\nstubborn"},{"content":"3. Hafta|15-21 Eylül|Listening\nE7.1.L1. Students will be able to understand clear, standard speech on appearances and personalities.\n\nSpoken Interaction\nE7.1.SI1. Students will be able to talk about other people’s appearances and personalities.\n\nSpoken Production\nE7.1.SP1. Students will be able to report on apperances and personalities of other people.\n\nReading\nE7.1.R1. Students will be able to understand a simple text about appearances, personalities, and comparisons including explanations and\nreasons.\n\nWriting\nE7.1.W1. Students will be able to write simple pieces to compare people.","unit":"Appearance and Personality","subject":"Contexts\nBlogs\nDiaries/Journal Entries\nIllustrations\nJokes\nMagazines\nPlays\nPodcasts\nPosters\nQuestionnaires\nStories\nTables\nVideos\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames\nInformation/Opinion Gap\nInformation Transfe","description":"Describing characters/people\n(Making simple inquiries)\n—What does your best friend look like?\n—S/he is beautiful/handsome, with curly\nhair and green eyes.\n—What is s/he like?\n—S/he is slimmer than me and s/he has\nshort and dark hair.\n—My cousin is more outgoing than me;\ns/he has a lot of friends.\n\nMaking simple comparisons\n(Giving explanations/reasons)\nS/he can play basketball well because\ns/he is taller than me.\n\nattractive\nbeautiful\ncute\neasy-going\ngenerous\nhandsome\nhonest\nheadscarf\noutgoing\nplump\npunctual\nselfish\nslim\nsmart\nstubborn"},{"content":"4. Hafta|22-28 Eylül|Listening\nE7.1.L1. Students will be able to understand clear, standard speech on appearances and personalities.\n\nSpoken Interaction\nE7.1.SI1. Students will be able to talk about other people’s appearances and personalities.\n\nSpoken Production\nE7.1.SP1. Students will be able to report on apperances and personalities of other people.\n\nReading\nE7.1.R1. Students will be able to understand a simple text about appearances, personalities, and comparisons including explanations and\nreasons.\n\nWriting\nE7.1.W1. Students will be able to write simple pieces to compare people.","unit":"Appearance and Personality","subject":"Contexts\nBlogs\nDiaries/Journal Entries\nIllustrations\nJokes\nMagazines\nPlays\nPodcasts\nPosters\nQuestionnaires\nStories\nTables\nVideos\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames\nInformation/Opinion Gap\nInformation Transfe","description":"Describing characters/people\n(Making simple inquiries)\n—What does your best friend look like?\n—S/he is beautiful/handsome, with curly\nhair and green eyes.\n—What is s/he like?\n—S/he is slimmer than me and s/he has\nshort and dark hair.\n—My cousin is more outgoing than me;\ns/he has a lot of friends.\n\nMaking simple comparisons\n(Giving explanations/reasons)\nS/he can play basketball well because\ns/he is taller than me.\n\nattractive\nbeautiful\ncute\neasy-going\ngenerous\nhandsome\nhonest\nheadscarf\noutgoing\nplump\npunctual\nselfish\nslim\nsmart\nstubborn"},{"content":"1. Hafta|29 Eylül-05 Ekim|Listening\nE7.1.L1. Students will be able to understand clear, standard speech on appearances and personalities.\n\nSpoken Interaction\nE7.1.SI1. Students will be able to talk about other people’s appearances and personalities.\n\nSpoken Production\nE7.1.SP1. Students will be able to report on apperances and personalities of other people.\n\nReading\nE7.1.R1. Students will be able to understand a simple text about appearances, personalities, and comparisons including explanations and\nreasons.\n\nWriting\nE7.1.W1. Students will be able to write simple pieces to compare people.","unit":"Appearance and Personality","subject":"Contexts\nBlogs\nDiaries/Journal Entries\nIllustrations\nJokes\nMagazines\nPlays\nPodcasts\nPosters\nQuestionnaires\nStories\nTables\nVideos\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames\nInformation/Opinion Gap\nInformation Transfe","description":"Describing characters/people\n(Making simple inquiries)\n—What does your best friend look like?\n—S/he is beautiful/handsome, with curly\nhair and green eyes.\n—What is s/he like?\n—S/he is slimmer than me and s/he has\nshort and dark hair.\n—My cousin is more outgoing than me;\ns/he has a lot of friends.\n\nMaking simple comparisons\n(Giving explanations/reasons)\nS/he can play basketball well because\ns/he is taller than me.\n\nattractive\nbeautiful\ncute\neasy-going\ngenerous\nhandsome\nhonest\nheadscarf\noutgoing\nplump\npunctual\nselfish\nslim\nsmart\nstubborn"},{"content":"2. Hafta|06-12 Ekim|Listening\nE7.2.L1. Students will be able to recognize frequency adverbs in simple oral texts.\n\nSpoken Interaction\nE7.2.SI1. Students will be able to ask questions related to the frequency of events.\n\nSpoken Production\nE7.2.SP1. Students will be able to talk about routines/daily activities by using frequency adverbs and giving explanations and reasons.\n\nReading\nE7.2.R1. Students will be able to understand short and simple texts on sports.\n\nWriting\nE7.2.W1. Students will be able to write pieces about routines/daily activities by using frequency adverbs.","unit":"Unit 2: Sports","subject":"Contexts\nBiographical Texts\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nJokes\nLetters\nMagazines\nNews\nPlays\nPodcasts\nPosters\nProbes/Realia\nQuestionnaires\nReports\nStories\nTables\nVideos\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind S","description":"Talking about routines and daily\nactivities\n—Do you often go on a diet?\n—I never/sometimes/often/usually/\nalways go on a diet.\n—How often do you exercise/train?\n—Once a month./Twice a day./Three\ntimes a week.\nHe usually goes jogging in the park.\nDescribing what people do regularly\n(Giving explanations and reasons)\nI never/sometimes/often/usually/always\nwake up early in the mornings.\nS/he eats healthy food and runs once/\ntwice a day because s/he wants to win\na medal.\nThey are never/sometimes/often/\nusually/always late to gym.\n\nachieve\nbeat\ndraw\nequipment\ngo jogging/swimming/skating/running/…\ngo on a diet\nhit\nindoor/outdoor\ninjury, -ies\nlose\nmedal, -s\nscore ...\na goal/a point\nspectator, -s\nsuccess, -es\ntrain"},{"content":"3. Hafta|13-19 Ekim|Listening\nE7.2.L1. Students will be able to recognize frequency adverbs in simple oral texts.\n\nSpoken Interaction\nE7.2.SI1. Students will be able to ask questions related to the frequency of events.\n\nSpoken Production\nE7.2.SP1. Students will be able to talk about routines/daily activities by using frequency adverbs and giving explanations and reasons.\n\nReading\nE7.2.R1. Students will be able to understand short and simple texts on sports.\n\nWriting\nE7.2.W1. Students will be able to write pieces about routines/daily activities by using frequency adverbs.","unit":"Unit 2: Sports","subject":"Contexts\nBiographical Texts\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nJokes\nLetters\nMagazines\nNews\nPlays\nPodcasts\nPosters\nProbes/Realia\nQuestionnaires\nReports\nStories\nTables\nVideos\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind S","description":"Talking about routines and daily\nactivities\n—Do you often go on a diet?\n—I never/sometimes/often/usually/\nalways go on a diet.\n—How often do you exercise/train?\n—Once a month./Twice a day./Three\ntimes a week.\nHe usually goes jogging in the park.\nDescribing what people do regularly\n(Giving explanations and reasons)\nI never/sometimes/often/usually/always\nwake up early in the mornings.\nS/he eats healthy food and runs once/\ntwice a day because s/he wants to win\na medal.\nThey are never/sometimes/often/\nusually/always late to gym.\n\nachieve\nbeat\ndraw\nequipment\ngo jogging/swimming/skating/running/…\ngo on a diet\nhit\nindoor/outdoor\ninjury, -ies\nlose\nmedal, -s\nscore ...\na goal/a point\nspectator, -s\nsuccess, -es\ntrain"},{"content":"4. Hafta|20-26 Ekim|Listening\nE7.2.L1. Students will be able to recognize frequency adverbs in simple oral texts.\n\nSpoken Interaction\nE7.2.SI1. Students will be able to ask questions related to the frequency of events.\n\nSpoken Production\nE7.2.SP1. Students will be able to talk about routines/daily activities by using frequency adverbs and giving explanations and reasons.\n\nReading\nE7.2.R1. Students will be able to understand short and simple texts on sports.\n\nWriting\nE7.2.W1. Students will be able to write pieces about routines/daily activities by using frequency adverbs.","unit":"Unit 2: Sports","subject":"Contexts\nBiographical Texts\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nJokes\nLetters\nMagazines\nNews\nPlays\nPodcasts\nPosters\nProbes/Realia\nQuestionnaires\nReports\nStories\nTables\nVideos\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind S","description":"Talking about routines and daily\nactivities\n—Do you often go on a diet?\n—I never/sometimes/often/usually/\nalways go on a diet.\n—How often do you exercise/train?\n—Once a month./Twice a day./Three\ntimes a week.\nHe usually goes jogging in the park.\nDescribing what people do regularly\n(Giving explanations and reasons)\nI never/sometimes/often/usually/always\nwake up early in the mornings.\nS/he eats healthy food and runs once/\ntwice a day because s/he wants to win\na medal.\nThey are never/sometimes/often/\nusually/always late to gym.\n\nachieve\nbeat\ndraw\nequipment\ngo jogging/swimming/skating/running/…\ngo on a diet\nhit\nindoor/outdoor\ninjury, -ies\nlose\nmedal, -s\nscore ...\na goal/a point\nspectator, -s\nsuccess, -es\ntrain"},{"content":"5. Hafta|27 Ekim-02 Kasım|CENTRAL EXAMINATION SYSTEM\nListening\nE7.2.L1. Students will be able to recognize frequency adverbs in simple oral texts.\n\nSpoken Interaction\nE7.2.SI1. Students will be able to ask questions related to the frequency of events.\n\nSpoken Production\nE7.2.SP1. Students will be able to talk about routines/daily activities by using frequency adverbs and giving explanations and reasons.\n\nReading\nE7.2.R1. Students will be able to understand short and simple texts on sports.\n\nWriting\nE7.2.W1. Students will be able to write pieces about routines/daily activities by using frequency adverbs.","unit":"Unit 2: Sports","subject":"Contexts\nBiographical Texts\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nJokes\nLetters\nMagazines\nNews\nPlays\nPodcasts\nPosters\nProbes/Realia\nQuestionnaires\nReports\nStories\nTables\nVideos\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind S","description":"Talking about routines and daily\nactivities\n—Do you often go on a diet?\n—I never/sometimes/often/usually/\nalways go on a diet.\n—How often do you exercise/train?\n—Once a month./Twice a day./Three\ntimes a week.\nHe usually goes jogging in the park.\nDescribing what people do regularly\n(Giving explanations and reasons)\nI never/sometimes/often/usually/always\nwake up early in the mornings.\nS/he eats healthy food and runs once/\ntwice a day because s/he wants to win\na medal.\nThey are never/sometimes/often/\nusually/always late to gym.\n\nachieve\nbeat\ndraw\nequipment\ngo jogging/swimming/skating/running/…\ngo on a diet\nhit\nindoor/outdoor\ninjury, -ies\nlose\nmedal, -s\nscore ...\na goal/a point\nspectator, -s\nsuccess, -es\ntrain"},{"content":"1. Hafta|03-09 Kasım|Listening\nE7.3.L1. Students will be able to recognize specific information in oral texts dealing with past events and dates.\n\nSpoken Interaction\nE7.3.SI1. Students will be able to talk about past events with definite time.\n\nSpoken Production\nE7.3.SP1. Students will be able to describe past events and experiences.\n\nReading\nE7.3.R1. Students will be able to spot specific information about names and dates in past events in written texts.\n\nWriting\nE7.3.W1. Students will be able to write a short and simple report about past events.","unit":"Unit 3: Biographies","subject":"Contexts\nBiographical Texts\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nJokes\nLetters\nMagazines\nNews\nReports\nPlays\nPodcasts\nPosters\nQuestionnaires\nStories\nTables\nVideos\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nG","description":"Talking about past events (Making\nsimple inquiries)\nS/he was a hardworking person.\nS/he was alone and s/he had an\ninteresting life.\nWhy did s/he move to Manchester?\n—S/he moved to Manchester to study\nphysics.\n\nTelling the time, days and dates\nS/he was born in London in 1970.\nS/he grew up in London and s/ he\nstayed there until 1988.\n\nalone\naward, -s\nbrilliant\ndie\nget engaged/married\ngraduate\ngrow up\nmove\nown\nprize, -s\nraise children/kids"},{"content":"2. Hafta|10-16 Kasım|        ARA TATİL","unit":"","subject":"","description":""},{"content":"3. Hafta|17-23 Kasım|Listening\nE7.3.L1. Students will be able to recognize specific information in oral texts dealing with past events and dates.\n\nSpoken Interaction\nE7.3.SI1. Students will be able to talk about past events with definite time.\n\nSpoken Production\nE7.3.SP1. Students will be able to describe past events and experiences.\n\nReading\nE7.3.R1. Students will be able to spot specific information about names and dates in past events in written texts.\n\nWriting\nE7.3.W1. Students will be able to write a short and simple report about past events.","unit":"Unit 3: Biographies","subject":"Contexts\nBiographical Texts\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nJokes\nLetters\nMagazines\nNews\nReports\nPlays\nPodcasts\nPosters\nQuestionnaires\nStories\nTables\nVideos\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nG","description":"Talking about past events (Making\nsimple inquiries)\nS/he was a hardworking person.\nS/he was alone and s/he had an\ninteresting life.\nWhy did s/he move to Manchester?\n—S/he moved to Manchester to study\nphysics.\n\nTelling the time, days and dates\nS/he was born in London in 1970.\nS/he grew up in London and s/ he\nstayed there until 1988.\n\nalone\naward, -s\nbrilliant\ndie\nget engaged/married\ngraduate\ngrow up\nmove\nown\nprize, -s\nraise children/kids"},{"content":"4. Hafta|24-30 Kasım|Listening\nE7.3.L1. Students will be able to recognize specific information in oral texts dealing with past events and dates.\n\nSpoken Interaction\nE7.3.SI1. Students will be able to talk about past events with definite time.\n\nSpoken Production\nE7.3.SP1. Students will be able to describe past events and experiences.\n\nReading\nE7.3.R1. Students will be able to spot specific information about names and dates in past events in written texts.\n\nWriting\nE7.3.W1. Students will be able to write a short and simple report about past events.","unit":"Unit 3: Biographies","subject":"Contexts\nBiographical Texts\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nJokes\nLetters\nMagazines\nNews\nReports\nPlays\nPodcasts\nPosters\nQuestionnaires\nStories\nTables\nVideos\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nG","description":"Talking about past events (Making\nsimple inquiries)\nS/he was a hardworking person.\nS/he was alone and s/he had an\ninteresting life.\nWhy did s/he move to Manchester?\n—S/he moved to Manchester to study\nphysics.\n\nTelling the time, days and dates\nS/he was born in London in 1970.\nS/he grew up in London and s/ he\nstayed there until 1988.\n\nalone\naward, -s\nbrilliant\ndie\nget engaged/married\ngraduate\ngrow up\nmove\nown\nprize, -s\nraise children/kids"},{"content":"1. Hafta|01-07 Aralık|Listening\nE7.3.L1. Students will be able to recognize specific information in oral texts dealing with past events and dates.\n\nSpoken Interaction\nE7.3.SI1. Students will be able to talk about past events with definite time.\n\nSpoken Production\nE7.3.SP1. Students will be able to describe past events and experiences.\n\nReading\nE7.3.R1. Students will be able to spot specific information about names and dates in past events in written texts.\n\nWriting\nE7.3.W1. Students will be able to write a short and simple report about past events.","unit":"Unit 3: Biographies","subject":"Contexts\nBiographical Texts\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nJokes\nLetters\nMagazines\nNews\nReports\nPlays\nPodcasts\nPosters\nQuestionnaires\nStories\nTables\nVideos\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nG","description":"Talking about past events (Making\nsimple inquiries)\nS/he was a hardworking person.\nS/he was alone and s/he had an\ninteresting life.\nWhy did s/he move to Manchester?\n—S/he moved to Manchester to study\nphysics.\n\nTelling the time, days and dates\nS/he was born in London in 1970.\nS/he grew up in London and s/ he\nstayed there until 1988.\n\nalone\naward, -s\nbrilliant\ndie\nget engaged/married\ngraduate\ngrow up\nmove\nown\nprize, -s\nraise children/kids"},{"content":"2. Hafta|08-14 Aralık|Listening\nE7.4.L1. Students will be able to understand past and present events in oral texts.\nE7.4.L2. Students will be able to identify the names of wild animals in simple oral texts.\n\nSpoken Interaction\nE7.4.SI1. Students will be able to ask people questions about characteristics of wild animals.\n\nSpoken Production\nE7.4.SP1. Students will be able to make simple suggestions.\nE7.4.SP2. Students will be able to report on past and present events.\n\nReading\nE7.4.R1. Students will be able to understand past and present events in simple texts including explanations and reasons.\nE7.4.R2. Students will be able to spot the names of wild animals in simple texts.\n\nWriting\nE7.4.W1. Students will be able to write pieces describing wildlife.","unit":"Unit 4: Wild Animals","subject":"Contexts\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nJokes\nMagazines\nNews\nReports\nPodcasts\nPosters\nQuestionnaires\nStories\nTables\nVideos\nWebsites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames\nGuessing\nInformatio","description":"Describing the frequency of actions\nTigers usually hunt during the day.\nMaking simple inquiries\nWhere do tigers live?\n—They live in Asia.\nWhich animals are now extinct?\nMaking simple suggestions\nWhat should we do to protect wildlife?\n—We should protect wild animals.\n—We shouldn’t hunt them.\nTalking about past events (Giving\nexplanations/reasons)\nSome animals became extinct because\npeople hunted them for different reasons.\nPeople always harmed wild animals\nbecause they were afraid of them.\nattack\nbe afraid of\nbirds (eagle, falcon, hawk, owl …)\ncage, -s\ndesert, -s\nenormous\nextinct\nhabitat, -s\nharm\nhuman, -s\nhunt\njungle, -s\nmammals (dolphin, elephant, giraffe,\nlion, shark, tiger …)\npoison(ous)\nprey\nreptiles (alligator, crocodile, lizard,\nsnake …)\nsurvive"},{"content":"3. Hafta|15-21 Aralık|Listening\nE7.4.L1. Students will be able to understand past and present events in oral texts.\nE7.4.L2. Students will be able to identify the names of wild animals in simple oral texts.\n\nSpoken Interaction\nE7.4.SI1. Students will be able to ask people questions about characteristics of wild animals.\n\nSpoken Production\nE7.4.SP1. Students will be able to make simple suggestions.\nE7.4.SP2. Students will be able to report on past and present events.\n\nReading\nE7.4.R1. Students will be able to understand past and present events in simple texts including explanations and reasons.\nE7.4.R2. Students will be able to spot the names of wild animals in simple texts.\n\nWriting\nE7.4.W1. Students will be able to write pieces describing wildlife.","unit":"Unit 4: Wild Animals","subject":"Contexts\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nJokes\nMagazines\nNews\nReports\nPodcasts\nPosters\nQuestionnaires\nStories\nTables\nVideos\nWebsites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames\nGuessing\nInformatio","description":"Describing the frequency of actions\nTigers usually hunt during the day.\nMaking simple inquiries\nWhere do tigers live?\n—They live in Asia.\nWhich animals are now extinct?\nMaking simple suggestions\nWhat should we do to protect wildlife?\n—We should protect wild animals.\n—We shouldn’t hunt them.\nTalking about past events (Giving\nexplanations/reasons)\nSome animals became extinct because\npeople hunted them for different reasons.\nPeople always harmed wild animals\nbecause they were afraid of them.\nattack\nbe afraid of\nbirds (eagle, falcon, hawk, owl …)\ncage, -s\ndesert, -s\nenormous\nextinct\nhabitat, -s\nharm\nhuman, -s\nhunt\njungle, -s\nmammals (dolphin, elephant, giraffe,\nlion, shark, tiger …)\npoison(ous)\nprey\nreptiles (alligator, crocodile, lizard,\nsnake …)\nsurvive"},{"content":"4. Hafta|22-28 Aralık|Listening\nE7.4.L1. Students will be able to understand past and present events in oral texts.\nE7.4.L2. Students will be able to identify the names of wild animals in simple oral texts.\n\nSpoken Interaction\nE7.4.SI1. Students will be able to ask people questions about characteristics of wild animals.\n\nSpoken Production\nE7.4.SP1. Students will be able to make simple suggestions.\nE7.4.SP2. Students will be able to report on past and present events.\n\nReading\nE7.4.R1. Students will be able to understand past and present events in simple texts including explanations and reasons.\nE7.4.R2. Students will be able to spot the names of wild animals in simple texts.\n\nWriting\nE7.4.W1. Students will be able to write pieces describing wildlife.","unit":"Unit 4: Wild Animals","subject":"Contexts\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nJokes\nMagazines\nNews\nReports\nPodcasts\nPosters\nQuestionnaires\nStories\nTables\nVideos\nWebsites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames\nGuessing\nInformatio","description":"Describing the frequency of actions\nTigers usually hunt during the day.\nMaking simple inquiries\nWhere do tigers live?\n—They live in Asia.\nWhich animals are now extinct?\nMaking simple suggestions\nWhat should we do to protect wildlife?\n—We should protect wild animals.\n—We shouldn’t hunt them.\nTalking about past events (Giving\nexplanations/reasons)\nSome animals became extinct because\npeople hunted them for different reasons.\nPeople always harmed wild animals\nbecause they were afraid of them.\nattack\nbe afraid of\nbirds (eagle, falcon, hawk, owl …)\ncage, -s\ndesert, -s\nenormous\nextinct\nhabitat, -s\nharm\nhuman, -s\nhunt\njungle, -s\nmammals (dolphin, elephant, giraffe,\nlion, shark, tiger …)\npoison(ous)\nprey\nreptiles (alligator, crocodile, lizard,\nsnake …)\nsurvive"},{"content":"1. Hafta|29 Aralık-04 Ocak|CENTRAL EXAMINATION SYSTEM\nListening\nE7.4.L1. Students will be able to understand past and present events in oral texts.\nE7.4.L2. Students will be able to identify the names of wild animals in simple oral texts.\n\nSpoken Interaction\nE7.4.SI1. Students will be able to ask people questions about characteristics of wild animals.\n\nSpoken Production\nE7.4.SP1. Students will be able to make simple suggestions.\nE7.4.SP2. Students will be able to report on past and present events.\n\nReading\nE7.4.R1. Students will be able to understand past and present events in simple texts including explanations and reasons.\nE7.4.R2. Students will be able to spot the names of wild animals in simple texts.\n\nWriting\nE7.4.W1. Students will be able to write pieces describing wildlife.","unit":"Unit 4: Wild Animals","subject":"Contexts\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nJokes\nMagazines\nNews\nReports\nPodcasts\nPosters\nQuestionnaires\nStories\nTables\nVideos\nWebsites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames\nGuessing\nInformatio","description":"Describing the frequency of actions\nTigers usually hunt during the day.\nMaking simple inquiries\nWhere do tigers live?\n—They live in Asia.\nWhich animals are now extinct?\nMaking simple suggestions\nWhat should we do to protect wildlife?\n—We should protect wild animals.\n—We shouldn’t hunt them.\nTalking about past events (Giving\nexplanations/reasons)\nSome animals became extinct because\npeople hunted them for different reasons.\nPeople always harmed wild animals\nbecause they were afraid of them.\nattack\nbe afraid of\nbirds (eagle, falcon, hawk, owl …)\ncage, -s\ndesert, -s\nenormous\nextinct\nhabitat, -s\nharm\nhuman, -s\nhunt\njungle, -s\nmammals (dolphin, elephant, giraffe,\nlion, shark, tiger …)\npoison(ous)\nprey\nreptiles (alligator, crocodile, lizard,\nsnake …)\nsurvive"},{"content":"2. Hafta|05-11 Ocak|Listening\nE7.5.L1. Students will be able to understand simple oral texts about daily routines and preferences.\n\nSpoken Interaction\nE7.5.SI1. Students will be able to ask questions about preferences of other people.\nE7.5.SI2. Students will be able to talk about past events and personal experiences.\n\nSpoken Production\nE7.5.SP1. Students will be able to state their preferences.\nE7.5.SP2. Students will be able to describe past events in a simple way.\n\nReading\nE7.5.R1. Students will be able to understand simple texts about daily routines and preferences.\nE7.5.R2. Students will be able to understand simple texts about past events.\n\nWriting\nE7.5.W1. Students will be able to write pieces about daily routines and preferences.","unit":"Unit 5: Television","subject":"Contexts\nAdvertisements\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nMagazines\nNews\nReports\nPodcasts\nPosters\nQuestionnaires\nStories\nTables\nVideos\nWebsites\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames\nGuessing\nIn","description":"Describing what people do regularly\nI never/sometimes/often/usually/always\nwatch football matches at weekends.\nI can’t wait for it.\n\nExpressing preferences\nI prefer movies to TV series.\nS/he prefers talk shows to reality shows.\nMy favorite TV program is …\n\nStating personal opinions\nTalk shows are usually amusing, but I\nthink reality shows are pretty boring.\n\nTalking about past events\nDid you watch the wild life documentary\nlast night?\n—I watched it last night, and it was\nfantastic.\n\nappear\nchannel, -s\ncommercial, -s\ndirector, -s\ndiscussion, -s\ndocumentary, -ies\nnews\nquiz show, -s\nreality show, -s\nrecommend\nremote control, -s\nseries\nsitcom, -s\nsoap opera, -s\ntalk show, -s"},{"content":"3. Hafta|12-18 Ocak|Listening\nE7.5.L1. Students will be able to understand simple oral texts about daily routines and preferences.\n\nSpoken Interaction\nE7.5.SI1. Students will be able to ask questions about preferences of other people.\nE7.5.SI2. Students will be able to talk about past events and personal experiences.\n\nSpoken Production\nE7.5.SP1. Students will be able to state their preferences.\nE7.5.SP2. Students will be able to describe past events in a simple way.\n\nReading\nE7.5.R1. Students will be able to understand simple texts about daily routines and preferences.\nE7.5.R2. Students will be able to understand simple texts about past events.\n\nWriting\nE7.5.W1. Students will be able to write pieces about daily routines and preferences.","unit":"Unit 5: Television","subject":"Contexts\nAdvertisements\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nMagazines\nNews\nReports\nPodcasts\nPosters\nQuestionnaires\nStories\nTables\nVideos\nWebsites\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames\nGuessing\nIn","description":"Describing what people do regularly\nI never/sometimes/often/usually/always\nwatch football matches at weekends.\nI can’t wait for it.\n\nExpressing preferences\nI prefer movies to TV series.\nS/he prefers talk shows to reality shows.\nMy favorite TV program is …\n\nStating personal opinions\nTalk shows are usually amusing, but I\nthink reality shows are pretty boring.\n\nTalking about past events\nDid you watch the wild life documentary\nlast night?\n—I watched it last night, and it was\nfantastic.\n\nappear\nchannel, -s\ncommercial, -s\ndirector, -s\ndiscussion, -s\ndocumentary, -ies\nnews\nquiz show, -s\nreality show, -s\nrecommend\nremote control, -s\nseries\nsitcom, -s\nsoap opera, -s\ntalk show, -s"},{"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\nE7.5.L1. Students will be able to understand simple oral texts about daily routines and preferences.\n\nSpoken Interaction\nE7.5.SI1. Students will be able to ask questions about preferences of other people.\nE7.5.SI2. Students will be able to talk about past events and personal experiences.\n\nSpoken Production\nE7.5.SP1. Students will be able to state their preferences.\nE7.5.SP2. Students will be able to describe past events in a simple way.\n\nReading\nE7.5.R1. Students will be able to understand simple texts about daily routines and preferences.\nE7.5.R2. Students will be able to understand simple texts about past events.\n\nWriting\nE7.5.W1. Students will be able to write pieces about daily routines and preferences.","unit":"Unit 5: Television","subject":"Contexts\nAdvertisements\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nMagazines\nNews\nReports\nPodcasts\nPosters\nQuestionnaires\nStories\nTables\nVideos\nWebsites\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames\nGuessing\nIn","description":"Describing what people do regularly\nI never/sometimes/often/usually/always\nwatch football matches at weekends.\nI can’t wait for it.\n\nExpressing preferences\nI prefer movies to TV series.\nS/he prefers talk shows to reality shows.\nMy favorite TV program is …\n\nStating personal opinions\nTalk shows are usually amusing, but I\nthink reality shows are pretty boring.\n\nTalking about past events\nDid you watch the wild life documentary\nlast night?\n—I watched it last night, and it was\nfantastic.\n\nappear\nchannel, -s\ncommercial, -s\ndirector, -s\ndiscussion, -s\ndocumentary, -ies\nnews\nquiz show, -s\nreality show, -s\nrecommend\nremote control, -s\nseries\nsitcom, -s\nsoap opera, -s\ntalk show, -s"},{"content":"2. Hafta|09-15 Şubat|                 Listening\nE7.5.L1. Students will be able to understand simple oral texts about daily routines and preferences.\n\nSpoken Interaction\nE7.5.SI1. Students will be able to ask questions about preferences of other people.\nE7.5.SI2. Students will be able to talk about past events and personal experiences.\n\nSpoken Production\nE7.5.SP1. Students will be able to state their preferences.\nE7.5.SP2. Students will be able to describe past events in a simple way.\n\nReading\nE7.5.R1. Students will be able to understand simple texts about daily routines and preferences.\nE7.5.R2. Students will be able to understand simple texts about past events.\n\nWriting\nE7.5.W1. Students will be able to write pieces about daily routines and preferences.","unit":"Unit 5: Television","subject":"Contexts\nAdvertisements\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nMagazines\nNews\nReports\nPodcasts\nPosters\nQuestionnaires\nStories\nTables\nVideos\nWebsites\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames\nGuessing\nIn","description":"Describing what people do regularly\nI never/sometimes/often/usually/always\nwatch football matches at weekends.\nI can’t wait for it.\n\nExpressing preferences\nI prefer movies to TV series.\nS/he prefers talk shows to reality shows.\nMy favorite TV program is …\n\nStating personal opinions\nTalk shows are usually amusing, but I\nthink reality shows are pretty boring.\n\nTalking about past events\nDid you watch the wild life documentary\nlast night?\n—I watched it last night, and it was\nfantastic.\n\nappear\nchannel, -s\ncommercial, -s\ndirector, -s\ndiscussion, -s\ndocumentary, -ies\nnews\nquiz show, -s\nreality show, -s\nrecommend\nremote control, -s\nseries\nsitcom, -s\nsoap opera, -s\ntalk show, -s"},{"content":"3. Hafta|16-22 Şubat|                 Listening\nE7.6.L1. Students will be able to recognize utterances related to suggestions, needs and quantity of things.\n\nSpoken Interaction\nE7.6.SI1. Students will be able to talk about arrangements and sequences of actions.\n\nSpoken Production\nE7.6.SP1. Students will be able to make\nsuggestions.\nE7.6.SP2. Students will be able to express needs and quantity.\n\nReading\nE7.6.R1. Students will be able to understand texts about celebrations.\n\nWriting\nE7.6.W1. Students will be able to write invitation cards.","unit":"Unit 6: Celebrations","subject":"Contexts\nAdvertisements\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nLists\nMagazines\nNews\nReports\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nStories\nTables\nVideos\nWebsites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someo","description":"Making simple suggestions\n(Accepting and refusing)\nWould you like some cake?\n—Yes, please. Just a little.\nI’ll get a sandwich. Would you like one?\n—No, thanks. I am full.\n\nMaking arrangements and\nsequencing the actions\nIt is easy to organize a birthday party.\nFirst, you should prepare a guest list.\nThen, you should decorate your place.\nFinally, you should prepare lots of food.\n\nExpressing needs and quantity\nWe need some/a lot of balloons. I have\na lot of/many/one or two/some presents.\n\narrange\nattend\nbeverage, -s\ndecorate\nfancy\nguest, -s\nhost, -s\ninvitation card/message\ninvite\norganize\nrefuse\nwrap"},{"content":"4. Hafta|23 Şubat-01 Mart|                 Listening\nE7.6.L1. Students will be able to recognize utterances related to suggestions, needs and quantity of things.\n\nSpoken Interaction\nE7.6.SI1. Students will be able to talk about arrangements and sequences of actions.\n\nSpoken Production\nE7.6.SP1. Students will be able to make\nsuggestions.\nE7.6.SP2. Students will be able to express needs and quantity.\n\nReading\nE7.6.R1. Students will be able to understand texts about celebrations.\n\nWriting\nE7.6.W1. Students will be able to write invitation cards.","unit":"Unit 6: Celebrations","subject":"Contexts\nAdvertisements\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nLists\nMagazines\nNews\nReports\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nStories\nTables\nVideos\nWebsites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someo","description":"Making simple suggestions\n(Accepting and refusing)\nWould you like some cake?\n—Yes, please. Just a little.\nI’ll get a sandwich. Would you like one?\n—No, thanks. I am full.\n\nMaking arrangements and\nsequencing the actions\nIt is easy to organize a birthday party.\nFirst, you should prepare a guest list.\nThen, you should decorate your place.\nFinally, you should prepare lots of food.\n\nExpressing needs and quantity\nWe need some/a lot of balloons. I have\na lot of/many/one or two/some presents.\n\narrange\nattend\nbeverage, -s\ndecorate\nfancy\nguest, -s\nhost, -s\ninvitation card/message\ninvite\norganize\nrefuse\nwrap"},{"content":"1. Hafta|02-08 Mart|                 Listening\nE7.6.L1. Students will be able to recognize utterances related to suggestions, needs and quantity of things.\n\nSpoken Interaction\nE7.6.SI1. Students will be able to talk about arrangements and sequences of actions.\n\nSpoken Production\nE7.6.SP1. Students will be able to make\nsuggestions.\nE7.6.SP2. Students will be able to express needs and quantity.\n\nReading\nE7.6.R1. Students will be able to understand texts about celebrations.\n\nWriting\nE7.6.W1. Students will be able to write invitation cards.","unit":"Unit 6: Celebrations","subject":"Contexts\nAdvertisements\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nLists\nMagazines\nNews\nReports\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nStories\nTables\nVideos\nWebsites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someo","description":"Making simple suggestions\n(Accepting and refusing)\nWould you like some cake?\n—Yes, please. Just a little.\nI’ll get a sandwich. Would you like one?\n—No, thanks. I am full.\n\nMaking arrangements and\nsequencing the actions\nIt is easy to organize a birthday party.\nFirst, you should prepare a guest list.\nThen, you should decorate your place.\nFinally, you should prepare lots of food.\n\nExpressing needs and quantity\nWe need some/a lot of balloons. I have\na lot of/many/one or two/some presents.\n\narrange\nattend\nbeverage, -s\ndecorate\nfancy\nguest, -s\nhost, -s\ninvitation card/message\ninvite\norganize\nrefuse\nwrap"},{"content":"2. Hafta|09-15 Mart|                 Listening\nE7.6.L1. Students will be able to recognize utterances related to suggestions, needs and quantity of things.\n\nSpoken Interaction\nE7.6.SI1. Students will be able to talk about arrangements and sequences of actions.\n\nSpoken Production\nE7.6.SP1. Students will be able to make\nsuggestions.\nE7.6.SP2. Students will be able to express needs and quantity.\n\nReading\nE7.6.R1. Students will be able to understand texts about celebrations.\n\nWriting\nE7.6.W1. Students will be able to write invitation cards.","unit":"Unit 6: Celebrations","subject":"Contexts\nAdvertisements\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nLists\nMagazines\nNews\nReports\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nStories\nTables\nVideos\nWebsites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someo","description":"Making simple suggestions\n(Accepting and refusing)\nWould you like some cake?\n—Yes, please. Just a little.\nI’ll get a sandwich. Would you like one?\n—No, thanks. I am full.\n\nMaking arrangements and\nsequencing the actions\nIt is easy to organize a birthday party.\nFirst, you should prepare a guest list.\nThen, you should decorate your place.\nFinally, you should prepare lots of food.\n\nExpressing needs and quantity\nWe need some/a lot of balloons. I have\na lot of/many/one or two/some presents.\n\narrange\nattend\nbeverage, -s\ndecorate\nfancy\nguest, -s\nhost, -s\ninvitation card/message\ninvite\norganize\nrefuse\nwrap"},{"content":"3. Hafta|16-22 Mart|                 ARA TATİL","unit":"","subject":"","description":""},{"content":"4. Hafta|23-29 Mart|                 CENTRAL EXAMINATION SYSTEM\nListening\nE7.7.L1. Students will be able to understand\nutterances about predictions and future events in\nsimple oral texts.\nSpoken Interaction\nE7.7.SI1. Students will be able to talk about\nsimple predictions.\nSpoken Production\nE7.7.SP1. Students will be able to report on\nsimple predictions.\nReading\nE7.7.R1. Students will be able to understand\nshort and simple texts about predictions.\nWriting\nE7.7.W1. Students will be able to write pieces\nabout predictions and future events. \n\"Listening\nE7.7.L1. Students will be able to understand\nutterances about predictions and future events in\nsimple oral texts.\nSpoken Interaction\nE7.7.SI1. Students will be able to talk about\nsimple predictions.\nSpoken Production\nE7.7.SP1. Students will be able to report on\nsimple predictions.\nReading\nE7.7.R1. Students will be able to understand\nshort and simple texts about predictions.\nWriting\nE7.7.W1. Students will be able to write pieces\nabout predictions and future events. \n\n","unit":"Unit 7: Dreams","subject":"Contexts\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nLists\nMagazines\nMaps\nNews\nReports\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nSongs\nStories\nVideos\nWebsites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGa","description":"Giving explanations/reasons\nYou should play in the new park to\nmake friends.\nS/he can go to shopping malls to buy\nanything.\nYou may go to the police station to\nreport the burglary.\nI usually visit the hospital to see my doctor.\nS/he went to the cinema to watch a\ndocumentary about wild life.\nThey went to the bookshop to buy a\nsports magazine.\n\namusement park, -s\nart gallery, -ies\nbakery, -ies\nchemist’s\ncity hall\ncoffee shop, -s\ndepartment store, -s\nfire station\ngame/music store, -s\ngovernorship\ngrocery, -ies\nmovie theater, -s\nmunicipal office\nmunicipality, -ies\npolice station\nshopping mall, -s"},{"content":"1. Hafta|30 Mart-05 Nisan|                 Listening\nE7.7.L1. Students will be able to understand\nutterances about predictions and future events in\nsimple oral texts.\nSpoken Interaction\nE7.7.SI1. Students will be able to talk about\nsimple predictions.\nSpoken Production\nE7.7.SP1. Students will be able to report on\nsimple predictions.\nReading\nE7.7.R1. Students will be able to understand\nshort and simple texts about predictions.\nWriting\nE7.7.W1. Students will be able to write pieces\nabout predictions and future events. \n\"Listening\nE7.7.L1. Students will be able to understand\nutterances about predictions and future events in\nsimple oral texts.\nSpoken Interaction\nE7.7.SI1. Students will be able to talk about\nsimple predictions.\nSpoken Production\nE7.7.SP1. Students will be able to report on\nsimple predictions.\nReading\nE7.7.R1. Students will be able to understand\nshort and simple texts about predictions.\nWriting\nE7.7.W1. Students will be able to write pieces\nabout predictions and future events. \n\n","unit":"Unit 7: Dreams","subject":"Contexts\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nLists\nMagazines\nMaps\nNews\nReports\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nSongs\nStories\nVideos\nWebsites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGa","description":"Giving explanations/reasons\nYou should play in the new park to\nmake friends.\nS/he can go to shopping malls to buy\nanything.\nYou may go to the police station to\nreport the burglary.\nI usually visit the hospital to see my doctor.\nS/he went to the cinema to watch a\ndocumentary about wild life.\nThey went to the bookshop to buy a\nsports magazine.\n\namusement park, -s\nart gallery, -ies\nbakery, -ies\nchemist’s\ncity hall\ncoffee shop, -s\ndepartment store, -s\nfire station\ngame/music store, -s\ngovernorship\ngrocery, -ies\nmovie theater, -s\nmunicipal office\nmunicipality, -ies\npolice station\nshopping mall, -s"},{"content":"2. Hafta|06-12 Nisan|                 Listening\nE7.7.L1. Students will be able to understand\nutterances about predictions and future events in\nsimple oral texts.\nSpoken Interaction\nE7.7.SI1. Students will be able to talk about\nsimple predictions.\nSpoken Production\nE7.7.SP1. Students will be able to report on\nsimple predictions.\nReading\nE7.7.R1. Students will be able to understand\nshort and simple texts about predictions.\nWriting\nE7.7.W1. Students will be able to write pieces\nabout predictions and future events. \n\"Listening\nE7.7.L1. Students will be able to understand\nutterances about predictions and future events in\nsimple oral texts.\nSpoken Interaction\nE7.7.SI1. Students will be able to talk about\nsimple predictions.\nSpoken Production\nE7.7.SP1. Students will be able to report on\nsimple predictions.\nReading\nE7.7.R1. Students will be able to understand\nshort and simple texts about predictions.\nWriting\nE7.7.W1. Students will be able to write pieces\nabout predictions and future events. \n\n","unit":"Unit 7: Dreams","subject":"Contexts\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nLists\nMagazines\nMaps\nNews\nReports\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nSongs\nStories\nVideos\nWebsites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGa","description":"Giving explanations/reasons\nYou should play in the new park to\nmake friends.\nS/he can go to shopping malls to buy\nanything.\nYou may go to the police station to\nreport the burglary.\nI usually visit the hospital to see my doctor.\nS/he went to the cinema to watch a\ndocumentary about wild life.\nThey went to the bookshop to buy a\nsports magazine.\n\namusement park, -s\nart gallery, -ies\nbakery, -ies\nchemist’s\ncity hall\ncoffee shop, -s\ndepartment store, -s\nfire station\ngame/music store, -s\ngovernorship\ngrocery, -ies\nmovie theater, -s\nmunicipal office\nmunicipality, -ies\npolice station\nshopping mall, -s"},{"content":"3. Hafta|13-19 Nisan|                 Listening\nE7.8.L1. Students will be able to recognize the names of the public buildings.\nE7.8.L2. Students will be able to understand explanations with reasons.\n\nSpoken Interaction\nE7.8.SI1. Students will be able to give\nexplanations with reasons.\n\nSpoken Production\nE7.8.SP1. Students will be able to report on explanations with reasons.\n\nReading\nE7.8.R1. Students will be able to understand simple expressions and recognize familiar words about explanations with reasons.\n\nWriting\nE7.8.W1. Students will be able to write pieces about explanations with reasons.","unit":"Unit 8: Public Buildings","subject":"Contexts\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nLists\nMagazines\nMaps\nNews\nReports\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nSongs\nStories\nVideos\nWebsites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGa","description":"Giving explanations/reasons\nYou should play in the new park to\nmake friends.\nS/he can go to shopping malls to buy\nanything.\nYou may go to the police station to\nreport the burglary.\nI usually visit the hospital to see my doctor.\nS/he went to the cinema to watch a\ndocumentary about wild life.\nThey went to the bookshop to buy a\nsports magazine.\n\namusement park, -s\nart gallery, -ies\nbakery, -ies\nchemist’s\ncity hall\ncoffee shop, -s\ndepartment store, -s\nfire station\ngame/music store, -s\ngovernorship\ngrocery, -ies\nmovie theater, -s\nmunicipal office\nmunicipality, -ies\npolice station\nshopping mall, -s"},{"content":"4. Hafta|20-26 Nisan|                 Listening\nE7.8.L1. Students will be able to recognize the names of the public buildings.\nE7.8.L2. Students will be able to understand explanations with reasons.\n\nSpoken Interaction\nE7.8.SI1. Students will be able to give\nexplanations with reasons.\n\nSpoken Production\nE7.8.SP1. Students will be able to report on explanations with reasons.\n\nReading\nE7.8.R1. Students will be able to understand simple expressions and recognize familiar words about explanations with reasons.\n\nWriting\nE7.8.W1. Students will be able to write pieces about explanations with reasons.","unit":"Unit 8: Public Buildings","subject":"Contexts\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nLists\nMagazines\nMaps\nNews\nReports\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nSongs\nStories\nVideos\nWebsites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGa","description":"Giving explanations/reasons\nYou should play in the new park to\nmake friends.\nS/he can go to shopping malls to buy\nanything.\nYou may go to the police station to\nreport the burglary.\nI usually visit the hospital to see my doctor.\nS/he went to the cinema to watch a\ndocumentary about wild life.\nThey went to the bookshop to buy a\nsports magazine.\n\namusement park, -s\nart gallery, -ies\nbakery, -ies\nchemist’s\ncity hall\ncoffee shop, -s\ndepartment store, -s\nfire station\ngame/music store, -s\ngovernorship\ngrocery, -ies\nmovie theater, -s\nmunicipal office\nmunicipality, -ies\npolice station\nshopping mall, -s"},{"content":"5. Hafta|27 Nisan-03 Mayıs|                 Listening\nE7.8.L1. Students will be able to recognize the names of the public buildings.\nE7.8.L2. Students will be able to understand explanations with reasons.\n\nSpoken Interaction\nE7.8.SI1. Students will be able to give\nexplanations with reasons.\n\nSpoken Production\nE7.8.SP1. Students will be able to report on explanations with reasons.\n\nReading\nE7.8.R1. Students will be able to understand simple expressions and recognize familiar words about explanations with reasons.\n\nWriting\nE7.8.W1. Students will be able to write pieces about explanations with reasons.","unit":"Unit 8: Public Buildings","subject":"Contexts\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nLists\nMagazines\nMaps\nNews\nReports\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nSongs\nStories\nVideos\nWebsites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGa","description":"Giving explanations/reasons\nYou should play in the new park to\nmake friends.\nS/he can go to shopping malls to buy\nanything.\nYou may go to the police station to\nreport the burglary.\nI usually visit the hospital to see my doctor.\nS/he went to the cinema to watch a\ndocumentary about wild life.\nThey went to the bookshop to buy a\nsports magazine.\n\namusement park, -s\nart gallery, -ies\nbakery, -ies\nchemist’s\ncity hall\ncoffee shop, -s\ndepartment store, -s\nfire station\ngame/music store, -s\ngovernorship\ngrocery, -ies\nmovie theater, -s\nmunicipal office\nmunicipality, -ies\npolice station\nshopping mall, -s"},{"content":"1. Hafta|04-10 Mayıs|                 Listening\nE7.9.L1. Students will be able to understand phrases and the highest frequency vocabulary about environment.\nE7.9.L2. Students will be able to follow how a simple process is described in clear oral texts.\n\nSpoken Interaction\nE7.9.SI1. Students will be able to talk about obligations.\nE7.9.SI2. Students will be able to give simple instructions for a specific process.\n\nSpoken Production\nE7.9.SP1. Students will be able to give a simple description or presentation of a process.\n\nReading\nE7.9.R1. Students will be able to identify specific information in various texts about environment.\n\nWriting\nE7.9.W1. Students will be able to write short, simple messages about environment.\nE7.9.W2. Students will be able to write short description of a process.","unit":"Unit 9: Environment","subject":"Contexts\nAdvertisement\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nLists\nMagazines\nMaps\nNews\nReports\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nSongs\nStories\nVideos\nWebsites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nGames\nG","description":"Describing simple processes\nFirst, get the seeds. Then, plant and\nwater them.\n\nExpressing obligation\nWhat should we do for our environment?\n—We have to start using public transportation.\n—Stop polluting the rivers. We must stop destroying forests.\n\nGiving explanations/reasons\nRain forests are important because they\nare necessary for oxygen.\nWe should protect wild animals because they are important for the balance of the nature.\n\nbalance\nclimate, -s\neco-friendly\nefficient\nglobal warming\ngreen house effect\nincrease\nnature\nprotect\npollute/pollution\nrecycle\nrenewable\nresponsible\nsolar/wind energy\ntake action\ntemperature\nthreaten\nwaste"},{"content":"2. Hafta|11-17 Mayıs|                 Listening\nE7.9.L1. Students will be able to understand phrases and the highest frequency vocabulary about environment.\nE7.9.L2. Students will be able to follow how a simple process is described in clear oral texts.\n\nSpoken Interaction\nE7.9.SI1. Students will be able to talk about obligations.\nE7.9.SI2. Students will be able to give simple instructions for a specific process.\n\nSpoken Production\nE7.9.SP1. Students will be able to give a simple description or presentation of a process.\n\nReading\nE7.9.R1. Students will be able to identify specific information in various texts about environment.\n\nWriting\nE7.9.W1. Students will be able to write short, simple messages about environment.\nE7.9.W2. Students will be able to write short description of a process.","unit":"Unit 9: Environment","subject":"Contexts\nAdvertisement\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nLists\nMagazines\nMaps\nNews\nReports\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nSongs\nStories\nVideos\nWebsites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nGames\nG","description":"Describing simple processes\nFirst, get the seeds. Then, plant and\nwater them.\n\nExpressing obligation\nWhat should we do for our environment?\n—We have to start using public transportation.\n—Stop polluting the rivers. We must stop destroying forests.\n\nGiving explanations/reasons\nRain forests are important because they\nare necessary for oxygen.\nWe should protect wild animals because they are important for the balance of the nature.\n\nbalance\nclimate, -s\neco-friendly\nefficient\nglobal warming\ngreen house effect\nincrease\nnature\nprotect\npollute/pollution\nrecycle\nrenewable\nresponsible\nsolar/wind energy\ntake action\ntemperature\nthreaten\nwaste"},{"content":"3. Hafta|18-24 Mayıs|                 CENTRAL EXAMINATION SYSTEM\nListening\nE7.9.L1. Students will be able to understand phrases and the highest frequency vocabulary about environment.\nE7.9.L2. Students will be able to follow how a simple process is described in clear oral texts.\n\nSpoken Interaction\nE7.9.SI1. Students will be able to talk about obligations.\nE7.9.SI2. Students will be able to give simple instructions for a specific process.\n\nSpoken Production\nE7.9.SP1. Students will be able to give a simple description or presentation of a process.\n\nReading\nE7.9.R1. Students will be able to identify specific information in various texts about environment.\n\nWriting\nE7.9.W1. Students will be able to write short, simple messages about environment.\nE7.9.W2. Students will be able to write short description of a process.","unit":"Unit 9: Environment","subject":"Contexts\nAdvertisement\nBlogs\nDiaries/Journal Entries\nE-mails\nIllustrations\nLists\nMagazines\nMaps\nNews\nReports\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nSongs\nStories\nVideos\nWebsites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nGames\nG","description":"Describing simple processes\nFirst, get the seeds. Then, plant and\nwater them.\n\nExpressing obligation\nWhat should we do for our environment?\n—We have to start using public transportation.\n—Stop polluting the rivers. We must stop destroying forests.\n\nGiving explanations/reasons\nRain forests are important because they\nare necessary for oxygen.\nWe should protect wild animals because they are important for the balance of the nature.\n\nbalance\nclimate, -s\neco-friendly\nefficient\nglobal warming\ngreen house effect\nincrease\nnature\nprotect\npollute/pollution\nrecycle\nrenewable\nresponsible\nsolar/wind energy\ntake action\ntemperature\nthreaten\nwaste"},{"content":"4. Hafta|25-31 Mayıs|                 Kurban Bayramı Tatili","unit":"Kurban Bayramı Tatili","subject":"Kurban Bayramı Tatili","description":"Kurban Bayramı Tatili"},{"content":"1. Hafta|01-07 Haziran|                 Listening\nE7.9.L1. Students will be able to understand phrases and the highest frequency vocabulary about environment.\nE7.9.L2. Students will be able to follow how a simple process is described in clear oral texts.\n\nSpoken Interaction\nE7.9.SI1. Students will be able to talk about obligations.\nE7.9.SI2. Students will be able to give simple instructions for a specific process.\n\nSpoken Production\nE7.9.SP1. Students will be able to give a simple description or presentation of a process.\n\nReading\nE7.9.R1. Students will be able to identify specific information in various texts about environment.\n\nWriting\nE7.9.W1. Students will be able to write short, simple messages about environment.\nE7.9.W2. Students will be able to write short description of a process.","unit":"Unit 10: Planets","subject":"Contexts\nBlogs\nCharts\nDiaries/Journal Entries\nE-mails\nIllustrations\nLists\nMagazines\nMaps\nNews\nReports\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nSongs\nStories\nTables\nVideos\nWebsites\n\nTasks/Activities\nDrama (Role Play,Simulation, Pantomime)\nFind Som","description":"Making simple comparisons\n—Jupiter is larger than Saturn.\n—Uranus is cooler than Saturn.\n\nTalking about past events\nWhen did scientists discover Pluto?\nIn 2003, the Mars Exploration Mission\nbegan. They discovered evidence of water.\n\nMaking simple inquiries\nIs there any water on the surface of Mars?\nIs there life in other planets? What do you know about our solar system?\nWhat do you know about planets?\n\natmosphere\nevidence\nexplore\ngalaxy\ngravity\nmeteor\nmoon, -s\nobserve\norbit\nplanet, -s\nproof\nrescue\nsatellite, -s\nshower, -s\nsolar system, -s\nspace shuttle, -s\nsurface, -s\nuniverse"},{"content":"2. Hafta|08-14 Haziran|                             Listening\nE7.9.L1. Students will be able to understand phrases and the highest frequency vocabulary about environment.\nE7.9.L2. Students will be able to follow how a simple process is described in clear oral texts.\n\nSpoken Interaction\nE7.9.SI1. Students will be able to talk about obligations.\nE7.9.SI2. Students will be able to give simple instructions for a specific process.\n\nSpoken Production\nE7.9.SP1. Students will be able to give a simple description or presentation of a process.\n\nReading\nE7.9.R1. Students will be able to identify specific information in various texts about environment.\n\nWriting\nE7.9.W1. Students will be able to write short, simple messages about environment.\nE7.9.W2. Students will be able to write short description of a process.","unit":"Unit 10: Planets","subject":"Contexts\nBlogs\nCharts\nDiaries/Journal Entries\nE-mails\nIllustrations\nLists\nMagazines\nMaps\nNews\nReports\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nSongs\nStories\nTables\nVideos\nWebsites\n\nTasks/Activities\nDrama (Role Play,Simulation, Pantomime)\nFind Som","description":"Making simple comparisons\n—Jupiter is larger than Saturn.\n—Uranus is cooler than Saturn.\n\nTalking about past events\nWhen did scientists discover Pluto?\nIn 2003, the Mars Exploration Mission\nbegan. They discovered evidence of water.\n\nMaking simple inquiries\nIs there any water on the surface of Mars?\nIs there life in other planets? What do you know about our solar system?\nWhat do you know about planets?\n\natmosphere\nevidence\nexplore\ngalaxy\ngravity\nmeteor\nmoon, -s\nobserve\norbit\nplanet, -s\nproof\nrescue\nsatellite, -s\nshower, -s\nsolar system, -s\nspace shuttle, -s\nsurface, -s\nuniverse"},{"content":"3. Hafta|15-21 Haziran|                 Listening\nE7.10.L1. Students will be able to identify the discussion topic about popular science in simple oral texts.\n\nSpoken Interaction\nE7.10.SI1. Students will be able to make simple comparisons.\nE7.10.SI2. Students will be able to talk about past events.\n\nSpoken Production\nE7.10.SP1. Students will be able to report on general truths in various ways.\n\nReading\nE7.10.R1. Students will be able to identify\nspecific information in various texts about facts and general truths.\nE7.10.R2. Students will be able to identify\nspecific information about past events.\n\nWriting\nE7.10.W1. Students will be able to write short and basic descriptions of facts and general truths.","unit":"Unit 10: Planets","subject":"Contexts\nBlogs\nCharts\nDiaries/Journal Entries\nE-mails\nIllustrations\nLists\nMagazines\nMaps\nNews\nReports\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nSongs\nStories\nTables\nVideos\nWebsites\n\nTasks/Activities\nDrama (Role Play,Simulation, Pantomime)\nFind Som","description":"Making simple comparisons\n—Jupiter is larger than Saturn.\n—Uranus is cooler than Saturn.\n\nTalking about past events\nWhen did scientists discover Pluto?\nIn 2003, the Mars Exploration Mission\nbegan. They discovered evidence of water.\n\nMaking simple inquiries\nIs there any water on the surface of Mars?\nIs there life in other planets? What do you know about our solar system?\nWhat do you know about planets?\n\natmosphere\nevidence\nexplore\ngalaxy\ngravity\nmeteor\nmoon, -s\nobserve\norbit\nplanet, -s\nproof\nrescue\nsatellite, -s\nshower, -s\nsolar system, -s\nspace shuttle, -s\nsurface, -s\nuniverse"},{"content":"4. Hafta|22-28 Haziran|SOCIAL ACTIVITIES","unit":"SOCIAL ACTIVITIES","subject":"SOCIAL ACTIVITIES","description":"SOCIAL ACTIVITIES"}],"grade":7,"lesson_code":"E","subject":"İngilizce","id":"6950f07db25c7531f79d551c"}