{"_id":"6950f07eb25c7531f79d5522","outcome_id":"3590","created_at":"2025-12-28T08:55:26.256Z","updated_at":"2025-12-28T09:40:16.431Z","weeks":[{"content":"2. Hafta|08-14 Eylül|Listening\nE8.1.L1. Students will be able to understand the specific information in short conversations on everyday topics, such as accepting and refusing an offer/invitation, apologizing and making simple inquiries.\n\nSpoken Interaction\nE8.1.SI1. Students will be able to interact with reasonable ease in structured situations and short conversations involving accepting and refusing an offer/invitation, apologizing and making simple inquiries.\n\nSpoken Production\nE8.1.SP1. Students will be able to structure a talk to make simple inquiries, give explanations and\nreasons.\n\nReading\nE8.1.R1. Students will be able to understand short and simple texts about friendship.\nE8.1.R2. Students will be able to understand short and simple invitation letters, cards and e-mails.\n\nWriting\nE8.1.W1. Students will be able to write a short and simple letter apologizing and giving reasons for not attending a party in response to an invitation.","unit":"1- Friendship","subject":"Contexts\nBlogs / Diaries/Journal Entries\nE-mails /Illustrations\nLists /News\nNotes and Messages\nPodcasts /Posters\nQuestionnaires\nReports /Songs\nStories /Tables\nVideos /Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGa","description":"Acepting and refusing / Apologizing / Giving explanations and reasons\nWould you like to come over tomorrow?\n-I’m sorry, but I can’t come over because my cousin is coming tomorrow.\n-Sure, that sounds fun!\nWould you like some fruit juice?\n-Yes, I’d love some.\n-No, thanks. I’m full / stuffed.\n-Yeah, that would be great.How about going to the cinema this Saturday?\n-Sure, it sounds good / great / awesome.\n-Yeah, why not.\n-I’ll text our friends to come over at7 o’clock, then.\n\nMaking simple inquiries\n Are you busy tomorrow evening?\n-No, not at all. Why?\n\nback up /best/close/true friend, -s buddy, -ies / cool count on  /get on well with somebody / go for a walk /laid-back /mate, -s secret, -s share support / trust"},{"content":"3. Hafta|15-21 Eylül|Listening\nE8.1.L1. Students will be able to understand the specific information in short conversations on everyday topics, such as accepting and refusing an offer/invitation, apologizing and making simple inquiries.\n\nSpoken Interaction\nE8.1.SI1. Students will be able to interact with reasonable ease in structured situations and short conversations involving accepting and refusing an offer/invitation, apologizing and making simple inquiries.\n\nSpoken Production\nE8.1.SP1. Students will be able to structure a talk to make simple inquiries, give explanations and\nreasons.\n\nReading\nE8.1.R1. Students will be able to understand short and simple texts about friendship.\nE8.1.R2. Students will be able to understand short and simple invitation letters, cards and e-mails.\n\nWriting\nE8.1.W1. Students will be able to write a short and simple letter apologizing and giving reasons for not attending a party in response to an invitation.","unit":"1- Friendship","subject":"Contexts\nBlogs / Diaries/Journal Entries\nE-mails /Illustrations\nLists /News\nNotes and Messages\nPodcasts /Posters\nQuestionnaires\nReports /Songs\nStories /Tables\nVideos /Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGa","description":"Acepting and refusing / Apologizing / Giving explanations and reasons\nWould you like to come over tomorrow?\n-I’m sorry, but I can’t come over because my cousin is coming tomorrow.\n-Sure, that sounds fun!\nWould you like some fruit juice?\n-Yes, I’d love some.\n-No, thanks. I’m full / stuffed.\n-Yeah, that would be great.How about going to the cinema this Saturday?\n-Sure, it sounds good / great / awesome.\n-Yeah, why not.\n-I’ll text our friends to come over at7 o’clock, then.\n\nMaking simple inquiries\n Are you busy tomorrow evening?\n-No, not at all. Why?\n\nback up /best/close/true friend, -s buddy, -ies / cool count on  /get on well with somebody / go for a walk /laid-back /mate, -s secret, -s share support / trust"},{"content":"4. Hafta|22-28 Eylül|Listening\nE8.1.L1. Students will be able to understand the specific information in short conversations on everyday topics, such as accepting and refusing an offer/invitation, apologizing and making simple inquiries.\n\nSpoken Interaction\nE8.1.SI1. Students will be able to interact with reasonable ease in structured situations and short conversations involving accepting and refusing an offer/invitation, apologizing and making simple inquiries.\n\nSpoken Production\nE8.1.SP1. Students will be able to structure a talk to make simple inquiries, give explanations and\nreasons.\n\nReading\nE8.1.R1. Students will be able to understand short and simple texts about friendship.\nE8.1.R2. Students will be able to understand short and simple invitation letters, cards and e-mails.\n\nWriting\nE8.1.W1. Students will be able to write a short and simple letter apologizing and giving reasons for not attending a party in response to an invitation.","unit":"1- Friendship","subject":"Contexts\nBlogs / Diaries/Journal Entries\nE-mails /Illustrations\nLists /News\nNotes and Messages\nPodcasts /Posters\nQuestionnaires\nReports /Songs\nStories /Tables\nVideos /Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGa","description":"Acepting and refusing / Apologizing / Giving explanations and reasons\nWould you like to come over tomorrow?\n-I’m sorry, but I can’t come over because my cousin is coming tomorrow.\n-Sure, that sounds fun!\nWould you like some fruit juice?\n-Yes, I’d love some.\n-No, thanks. I’m full / stuffed.\n-Yeah, that would be great.How about going to the cinema this Saturday?\n-Sure, it sounds good / great / awesome.\n-Yeah, why not.\n-I’ll text our friends to come over at7 o’clock, then.\n\nMaking simple inquiries\n Are you busy tomorrow evening?\n-No, not at all. Why?\n\nback up /best/close/true friend, -s buddy, -ies / cool count on  /get on well with somebody / go for a walk /laid-back /mate, -s secret, -s share support / trust"},{"content":"1. Hafta|29 Eylül-05 Ekim|Listening\nE8.1.L1. Students will be able to understand the specific information in short conversations on everyday topics, such as accepting and refusing an offer/invitation, apologizing and making simple inquiries.\n\nSpoken Interaction\nE8.1.SI1. Students will be able to interact with reasonable ease in structured situations and short conversations involving accepting and refusing an offer/invitation, apologizing and making simple inquiries.\n\nSpoken Production\nE8.1.SP1. Students will be able to structure a talk to make simple inquiries, give explanations and\nreasons.\n\nReading\nE8.1.R1. Students will be able to understand short and simple texts about friendship.\nE8.1.R2. Students will be able to understand short and simple invitation letters, cards and e-mails.\n\nWriting\nE8.1.W1. Students will be able to write a short and simple letter apologizing and giving reasons for not attending a party in response to an invitation.","unit":"1- Friendship","subject":"Contexts\nBlogs / Diaries/Journal Entries\nE-mails /Illustrations\nLists /News\nNotes and Messages\nPodcasts /Posters\nQuestionnaires\nReports /Songs\nStories /Tables\nVideos /Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGa","description":"Acepting and refusing / Apologizing / Giving explanations and reasons\nWould you like to come over tomorrow?\n-I’m sorry, but I can’t come over because my cousin is coming tomorrow.\n-Sure, that sounds fun!\nWould you like some fruit juice?\n-Yes, I’d love some.\n-No, thanks. I’m full / stuffed.\n-Yeah, that would be great.How about going to the cinema this Saturday?\n-Sure, it sounds good / great / awesome.\n-Yeah, why not.\n-I’ll text our friends to come over at7 o’clock, then.\n\nMaking simple inquiries\n Are you busy tomorrow evening?\n-No, not at all. Why?\n\nback up /best/close/true friend, -s buddy, -ies / cool count on  /get on well with somebody / go for a walk /laid-back /mate, -s secret, -s share support / trust"},{"content":"2. Hafta|06-12 Ekim|Listening\nE8.2.L1. Students will be able to understand phrases and expressions about regular activities of teenagers.\n\nSpoken Interaction\nE8.2.SI1. Students will be able to talk about regular activities of teenagers.\n\nSpoken Production\nE8.2.SP1. Students will be able to express what they prefer, like and dislike.\nE8.2.SP2. Students will be able to give a simple description of daily activities in a simple way.\n\nReading\nE8.2.R1. Students will be able to understand short and simple texts about regular activities of teenagers.\n\nWriting\nE8.2.W1. Students will be able to write a short\nand simple paragraph about regular activities of teenagers.","unit":"2- Teen Life","subject":"Contexts\nBlogs / Charts\nDiaries/Journal Entries\nE-mails /Illustrations\nLists /News\nNotes and Messages\nPodcasts /Posters\nQuestionnaires\nReports / Songs\nStories\nVideos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nG","description":"Expressing likes and dislikes\nI love/like/enjoy going to concerts.\nI hate/dislike shopping with my parents.\n\nExpressing preferences\nI prefer hip-hop concerts, I think they’re terrific.\nI prefer reading the news online.\n\nStating personal opinions\n(Making simple inquiries)\nWhat do you do in the evenings?\nI usually do my homework, but\nI also listen to music. I love rap. And to\nbe honest, I never listen to pop music; I\ncan’t stand it. I think it’s unbearable.\nI rarely/seldom go to the theater. \nI am fond of / keen on camping.\n\nargue\ncasual\nfashion, -s\nimpressive\nrelationship, -s\nridiculous\nserious\nsnob, -s\nteenager, -s\nterrific\ntrendy\nunbearable\ntypes of music"},{"content":"3. Hafta|13-19 Ekim|Listening\nE8.2.L1. Students will be able to understand phrases and expressions about regular activities of teenagers.\n\nSpoken Interaction\nE8.2.SI1. Students will be able to talk about regular activities of teenagers.\n\nSpoken Production\nE8.2.SP1. Students will be able to express what they prefer, like and dislike.\nE8.2.SP2. Students will be able to give a simple description of daily activities in a simple way.\n\nReading\nE8.2.R1. Students will be able to understand short and simple texts about regular activities of teenagers.\n\nWriting\nE8.2.W1. Students will be able to write a short\nand simple paragraph about regular activities of teenagers.","unit":"2- Teen Life","subject":"Contexts\nBlogs / Charts\nDiaries/Journal Entries\nE-mails /Illustrations\nLists /News\nNotes and Messages\nPodcasts /Posters\nQuestionnaires\nReports / Songs\nStories\nVideos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nG","description":"Expressing likes and dislikes\nI love/like/enjoy going to concerts.\nI hate/dislike shopping with my parents.\n\nExpressing preferences\nI prefer hip-hop concerts, I think they’re terrific.\nI prefer reading the news online.\n\nStating personal opinions\n(Making simple inquiries)\nWhat do you do in the evenings?\nI usually do my homework, but\nI also listen to music. I love rap. And to\nbe honest, I never listen to pop music; I\ncan’t stand it. I think it’s unbearable.\nI rarely/seldom go to the theater. \nI am fond of / keen on camping.\n\nargue\ncasual\nfashion, -s\nimpressive\nrelationship, -s\nridiculous\nserious\nsnob, -s\nteenager, -s\nterrific\ntrendy\nunbearable\ntypes of music"},{"content":"4. Hafta|20-26 Ekim|Listening\nE8.2.L1. Students will be able to understand phrases and expressions about regular activities of teenagers.\n\nSpoken Interaction\nE8.2.SI1. Students will be able to talk about regular activities of teenagers.\n\nSpoken Production\nE8.2.SP1. Students will be able to express what they prefer, like and dislike.\nE8.2.SP2. Students will be able to give a simple description of daily activities in a simple way.\n\nReading\nE8.2.R1. Students will be able to understand short and simple texts about regular activities of teenagers.\n\nWriting\nE8.2.W1. Students will be able to write a short\nand simple paragraph about regular activities of teenagers.","unit":"2- Teen Life","subject":"Contexts\nBlogs / Charts\nDiaries/Journal Entries\nE-mails /Illustrations\nLists /News\nNotes and Messages\nPodcasts /Posters\nQuestionnaires\nReports / Songs\nStories\nVideos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nG","description":"Expressing likes and dislikes\nI love/like/enjoy going to concerts.\nI hate/dislike shopping with my parents.\n\nExpressing preferences\nI prefer hip-hop concerts, I think they’re terrific.\nI prefer reading the news online.\n\nStating personal opinions\n(Making simple inquiries)\nWhat do you do in the evenings?\nI usually do my homework, but\nI also listen to music. I love rap. And to\nbe honest, I never listen to pop music; I\ncan’t stand it. I think it’s unbearable.\nI rarely/seldom go to the theater. \nI am fond of / keen on camping.\n\nargue\ncasual\nfashion, -s\nimpressive\nrelationship, -s\nridiculous\nserious\nsnob, -s\nteenager, -s\nterrific\ntrendy\nunbearable\ntypes of music"},{"content":"5. Hafta|27 Ekim-02 Kasım|CENTRAL EXAMINATION SYSTEM\nListening\nE8.2.L1. Students will be able to understand phrases and expressions about regular activities of teenagers.\n\nSpoken Interaction\nE8.2.SI1. Students will be able to talk about regular activities of teenagers.\n\nSpoken Production\nE8.2.SP1. Students will be able to express what they prefer, like and dislike.\nE8.2.SP2. Students will be able to give a simple description of daily activities in a simple way.\n\nReading\nE8.2.R1. Students will be able to understand short and simple texts about regular activities of teenagers.\n\nWriting\nE8.2.W1. Students will be able to write a short\nand simple paragraph about regular activities of teenagers.","unit":"2- Teen Life","subject":"Contexts\nBlogs / Charts\nDiaries/Journal Entries\nE-mails /Illustrations\nLists /News\nNotes and Messages\nPodcasts /Posters\nQuestionnaires\nReports / Songs\nStories\nVideos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nG","description":"Expressing likes and dislikes\nI love/like/enjoy going to concerts.\nI hate/dislike shopping with my parents.\n\nExpressing preferences\nI prefer hip-hop concerts, I think they’re terrific.\nI prefer reading the news online.\n\nStating personal opinions\n(Making simple inquiries)\nWhat do you do in the evenings?\nI usually do my homework, but\nI also listen to music. I love rap. And to\nbe honest, I never listen to pop music; I\ncan’t stand it. I think it’s unbearable.\nI rarely/seldom go to the theater. \nI am fond of / keen on camping.\n\nargue\ncasual\nfashion, -s\nimpressive\nrelationship, -s\nridiculous\nserious\nsnob, -s\nteenager, -s\nterrific\ntrendy\nunbearable\ntypes of music"},{"content":"1. Hafta|03-09 Kasım|Listening\nE8.3.L1. Students will be able to get the gist of short, clear, simple descriptions of a process.\nSpoken Interaction\nE8.3.SI1. Students will be able to ask and answer questions and exchange ideas and information on a topic related to how something is processed.\nSpoken Production\nE8.3.SP1. Students will be able to give a simple description about a process.\nReading\nE8.3.R1. Students will be able to understand the overall meaning of short texts about a process.\nE8.3.R2. Students will be able to guess the meaning of unknown words from the text.\nWriting\nE8.3.W1. Students will be able to write a series of\nsimple phrases and sentences by using linkers to describe a process.","unit":"3- In the Kitchen","subject":"Contexts\nBlogs / Charts\nDiaries/Journal Entries\nE-mails / Illustrations\nLists / Menus\nNotes and Messages\nPodcasts / Posters\nQuestionnaires\nRecipes / Songs\nStories /Videos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Wh","description":"Describing simple processes\nIt’s easy to make an omlette. Let me tell you how to make an omlette. First, put some oil into a pan and heat it. Second, mix two eggs in a bowl. Then add some salt. After that, add some cheese and milk. Finally, pour the mixture into the hot pan.\n\nExpressing preferences\nDo you prefer cooking pizza or pasta?\n-I love cooking and eating pizza.\n-I usually prefer cooking pasta.\n\nMaking simple inquiries\nDo I use two or three eggs?\nWhat can/should I use to cook soup?\n\nbake / bitter\nboil / chop / flour / fry\ningredients \nkitchen tools (knife, spoon, fork,\npan, plate, oven …)\nmeal / mix / oil\npeel / pour\nsalty /slice\nsour / spicy / tasty"},{"content":"2. Hafta|10-16 Kasım|        ARA TATİL","unit":"","subject":"","description":""},{"content":"3. Hafta|17-23 Kasım|Listening\nE8.3.L1. Students will be able to get the gist of short, clear, simple descriptions of a process.\nSpoken Interaction\nE8.3.SI1. Students will be able to ask and answer questions and exchange ideas and information on a topic related to how something is processed.\nSpoken Production\nE8.3.SP1. Students will be able to give a simple description about a process.\nReading\nE8.3.R1. Students will be able to understand the overall meaning of short texts about a process.\nE8.3.R2. Students will be able to guess the meaning of unknown words from the text.\nWriting\nE8.3.W1. Students will be able to write a series of\nsimple phrases and sentences by using linkers to describe a process.","unit":"3- In the Kitchen","subject":"Contexts\nBlogs / Charts\nDiaries/Journal Entries\nE-mails / Illustrations\nLists / Menus\nNotes and Messages\nPodcasts / Posters\nQuestionnaires\nRecipes / Songs\nStories /Videos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Wh","description":"Describing simple processes\nIt’s easy to make an omlette. Let me tell you how to make an omlette. First, put some oil into a pan and heat it. Second, mix two eggs in a bowl. Then add some salt. After that, add some cheese and milk. Finally, pour the mixture into the hot pan.\n\nExpressing preferences\nDo you prefer cooking pizza or pasta?\n-I love cooking and eating pizza.\n-I usually prefer cooking pasta.\n\nMaking simple inquiries\nDo I use two or three eggs?\nWhat can/should I use to cook soup?\n\nbake / bitter\nboil / chop / flour / fry\ningredients \nkitchen tools (knife, spoon, fork,\npan, plate, oven …)\nmeal / mix / oil\npeel / pour\nsalty /slice\nsour / spicy / tasty"},{"content":"4. Hafta|24-30 Kasım|Listening\nE8.3.L1. Students will be able to get the gist of short, clear, simple descriptions of a process.\nSpoken Interaction\nE8.3.SI1. Students will be able to ask and answer questions and exchange ideas and information on a topic related to how something is processed.\nSpoken Production\nE8.3.SP1. Students will be able to give a simple description about a process.\nReading\nE8.3.R1. Students will be able to understand the overall meaning of short texts about a process.\nE8.3.R2. Students will be able to guess the meaning of unknown words from the text.\nWriting\nE8.3.W1. Students will be able to write a series of\nsimple phrases and sentences by using linkers to describe a process.","unit":"3- In the Kitchen","subject":"Contexts\nBlogs / Charts\nDiaries/Journal Entries\nE-mails / Illustrations\nLists / Menus\nNotes and Messages\nPodcasts / Posters\nQuestionnaires\nRecipes / Songs\nStories /Videos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Wh","description":"Describing simple processes\nIt’s easy to make an omlette. Let me tell you how to make an omlette. First, put some oil into a pan and heat it. Second, mix two eggs in a bowl. Then add some salt. After that, add some cheese and milk. Finally, pour the mixture into the hot pan.\n\nExpressing preferences\nDo you prefer cooking pizza or pasta?\n-I love cooking and eating pizza.\n-I usually prefer cooking pasta.\n\nMaking simple inquiries\nDo I use two or three eggs?\nWhat can/should I use to cook soup?\n\nbake / bitter\nboil / chop / flour / fry\ningredients \nkitchen tools (knife, spoon, fork,\npan, plate, oven …)\nmeal / mix / oil\npeel / pour\nsalty /slice\nsour / spicy / tasty"},{"content":"1. Hafta|01-07 Aralık|Listening\nE8.3.L1. Students will be able to get the gist of short, clear, simple descriptions of a process.\nSpoken Interaction\nE8.3.SI1. Students will be able to ask and answer questions and exchange ideas and information on a topic related to how something is processed.\nSpoken Production\nE8.3.SP1. Students will be able to give a simple description about a process.\nReading\nE8.3.R1. Students will be able to understand the overall meaning of short texts about a process.\nE8.3.R2. Students will be able to guess the meaning of unknown words from the text.\nWriting\nE8.3.W1. Students will be able to write a series of\nsimple phrases and sentences by using linkers to describe a process.","unit":"3- In the Kitchen","subject":"Contexts\nBlogs / Charts\nDiaries/Journal Entries\nE-mails / Illustrations\nLists / Menus\nNotes and Messages\nPodcasts / Posters\nQuestionnaires\nRecipes / Songs\nStories /Videos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Wh","description":"Describing simple processes\nIt’s easy to make an omlette. Let me tell you how to make an omlette. First, put some oil into a pan and heat it. Second, mix two eggs in a bowl. Then add some salt. After that, add some cheese and milk. Finally, pour the mixture into the hot pan.\n\nExpressing preferences\nDo you prefer cooking pizza or pasta?\n-I love cooking and eating pizza.\n-I usually prefer cooking pasta.\n\nMaking simple inquiries\nDo I use two or three eggs?\nWhat can/should I use to cook soup?\n\nbake / bitter\nboil / chop / flour / fry\ningredients \nkitchen tools (knife, spoon, fork,\npan, plate, oven …)\nmeal / mix / oil\npeel / pour\nsalty /slice\nsour / spicy / tasty"},{"content":"2. Hafta|08-14 Aralık|Listening\nE8.4.L1. Students will be able to understand phrases and related vocabulary items.\nE8.4.L2. Students will be able to follow a phone conversation.\n\nSpoken Interaction\nE8.4.SI1. Students will be able to make a simple\nphone call asking and responding to questions.\n\nSpoken Production\nE8.4.SP1. Students will be able to express their decisions taken at the moment of conversation.\n\nReading\nE8.4.R1. Students will be able to understand short and simple texts with related vocabulary.\n\nWriting\nE8.4.W1. Students will be able to write short and\nsimple conversations","unit":"4- On the Phone","subject":"Contexts\nBlogs / E-mails\nIllustrations / Lists\nNotes and Messages\nPodcasts / Posters\nSongs / Stories\nVideos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames / Guessing\nInformation/Opinion Gap\nInformation Transf","description":"Following phone conversations\nHello! This is ... calling, is ... in?\nMay I speak to ...? Is ... there?\nHang on a minute; I’ll get him/ her.\nCan you hold on a moment, please?\nI’m afraid he is not available at the moment. He has gone out. Would you like to leave a message?\n\nStating decisions taken at the time of\nspeaking\nI’ll talk to you soon.\nI’ll see you at the café tomorrow, then.\nWe’ll meet next Saturday, then. I’m sorry\nto hear that. We’ll meet up later, then.\nI’ll get back to you in an hour.\n[The phone rings] I will take that.\n\navailable\nconnect\ncontact\ndial\nengaged\nextension\nget/keep in touch\nget back\nhang on/up\nhold\nline\nmemo, -s\npick up\npolite\nput someone through"},{"content":"3. Hafta|15-21 Aralık|Listening\nE8.4.L1. Students will be able to understand phrases and related vocabulary items.\nE8.4.L2. Students will be able to follow a phone conversation.\n\nSpoken Interaction\nE8.4.SI1. Students will be able to make a simple\nphone call asking and responding to questions.\n\nSpoken Production\nE8.4.SP1. Students will be able to express their decisions taken at the moment of conversation.\n\nReading\nE8.4.R1. Students will be able to understand short and simple texts with related vocabulary.\n\nWriting\nE8.4.W1. Students will be able to write short and\nsimple conversations","unit":"4- On the Phone","subject":"Contexts\nBlogs / E-mails\nIllustrations / Lists\nNotes and Messages\nPodcasts / Posters\nSongs / Stories\nVideos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames / Guessing\nInformation/Opinion Gap\nInformation Transf","description":"Following phone conversations\nHello! This is ... calling, is ... in?\nMay I speak to ...? Is ... there?\nHang on a minute; I’ll get him/ her.\nCan you hold on a moment, please?\nI’m afraid he is not available at the moment. He has gone out. Would you like to leave a message?\n\nStating decisions taken at the time of\nspeaking\nI’ll talk to you soon.\nI’ll see you at the café tomorrow, then.\nWe’ll meet next Saturday, then. I’m sorry\nto hear that. We’ll meet up later, then.\nI’ll get back to you in an hour.\n[The phone rings] I will take that.\n\navailable\nconnect\ncontact\ndial\nengaged\nextension\nget/keep in touch\nget back\nhang on/up\nhold\nline\nmemo, -s\npick up\npolite\nput someone through"},{"content":"4. Hafta|22-28 Aralık|Listening\nE8.4.L1. Students will be able to understand phrases and related vocabulary items.\nE8.4.L2. Students will be able to follow a phone conversation.\n\nSpoken Interaction\nE8.4.SI1. Students will be able to make a simple\nphone call asking and responding to questions.\n\nSpoken Production\nE8.4.SP1. Students will be able to express their decisions taken at the moment of conversation.\n\nReading\nE8.4.R1. Students will be able to understand short and simple texts with related vocabulary.\n\nWriting\nE8.4.W1. Students will be able to write short and\nsimple conversations","unit":"4- On the Phone","subject":"Contexts\nBlogs / E-mails\nIllustrations / Lists\nNotes and Messages\nPodcasts / Posters\nSongs / Stories\nVideos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames / Guessing\nInformation/Opinion Gap\nInformation Transf","description":"Following phone conversations\nHello! This is ... calling, is ... in?\nMay I speak to ...? Is ... there?\nHang on a minute; I’ll get him/ her.\nCan you hold on a moment, please?\nI’m afraid he is not available at the moment. He has gone out. Would you like to leave a message?\n\nStating decisions taken at the time of\nspeaking\nI’ll talk to you soon.\nI’ll see you at the café tomorrow, then.\nWe’ll meet next Saturday, then. I’m sorry\nto hear that. We’ll meet up later, then.\nI’ll get back to you in an hour.\n[The phone rings] I will take that.\n\navailable\nconnect\ncontact\ndial\nengaged\nextension\nget/keep in touch\nget back\nhang on/up\nhold\nline\nmemo, -s\npick up\npolite\nput someone through"},{"content":"1. Hafta|29 Aralık-04 Ocak|CENTRAL EXAMINATION SYSTEM\nListening\nE8.4.L1. Students will be able to understand phrases and related vocabulary items.\nE8.4.L2. Students will be able to follow a phone conversation.\n\nSpoken Interaction\nE8.4.SI1. Students will be able to make a simple\nphone call asking and responding to questions.\n\nSpoken Production\nE8.4.SP1. Students will be able to express their decisions taken at the moment of conversation.\n\nReading\nE8.4.R1. Students will be able to understand short and simple texts with related vocabulary.\n\nWriting\nE8.4.W1. Students will be able to write short and\nsimple conversations","unit":"4- On the Phone","subject":"Contexts\nBlogs / E-mails\nIllustrations / Lists\nNotes and Messages\nPodcasts / Posters\nSongs / Stories\nVideos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames / Guessing\nInformation/Opinion Gap\nInformation Transf","description":"Following phone conversations\nHello! This is ... calling, is ... in?\nMay I speak to ...? Is ... there?\nHang on a minute; I’ll get him/ her.\nCan you hold on a moment, please?\nI’m afraid he is not available at the moment. He has gone out. Would you like to leave a message?\n\nStating decisions taken at the time of\nspeaking\nI’ll talk to you soon.\nI’ll see you at the café tomorrow, then.\nWe’ll meet next Saturday, then. I’m sorry\nto hear that. We’ll meet up later, then.\nI’ll get back to you in an hour.\n[The phone rings] I will take that.\n\navailable\nconnect\ncontact\ndial\nengaged\nextension\nget/keep in touch\nget back\nhang on/up\nhold\nline\nmemo, -s\npick up\npolite\nput someone through"},{"content":"2. Hafta|05-11 Ocak|Listening\nE8.5.L1. Students will be able to understand the gist of oral texts.\nE8.5.L2. Students will be able to comprehend phrases and related vocabulary items.\n\nSpoken Interaction\nE8.5.SI1. Students will be able to talk about their Internet habits.\nE8.5.SI2. Students will be able to exchange information about the Internet.\n\nSpoken Production\nE8.5.SP1. Students will be able to make excuses, and to accept and refuse offers by using a series of phrases and simple sentences.\n\nReading\nE8.5.R1. Students will be able to identify main ideas in short and simple texts about internet habits.\nE8.5.R2. Students will be able to find specific information about the Internet in various texts.\n\nWriting\nE8.5.W1. Students will be able to write a basic paragraph to describe their internet habits.","unit":"5- The Internet","subject":"Contexts\nBlogs / Charts\nDiaries/Journal Entries\nE-mails / Illustrations\nLists / News\nReports / Notes and Messages\nPodcasts / Posters\nQuestionnaires\nSongs / Stories\nVideos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Wh","description":"Accepting and refusing / Making\nexcuses\nWould you like to join our WhatsApp group?\n-Yes, sure/That sounds great.\n-No, thanks. I am really busy. Why don’t we chat online at two o’clock? I want to tell you something important.\n-I’m sorry, but I can’t. My internet is broken.\nWhat do you mean? Do you mean the Internet connection?\n-Yes. It isn’t working properly.\n\naccount, -s\nattachment, -s\nbrowse\nbrowser, -s\ncomment, -s\nconfirm\nconnection, -s\ndelete\ndownload/upload\nlog on/in/off\nregister\nreply screen, -s\nsearch engine, -s\nsign in/up\nsocial networking site, -s\nwebsite"},{"content":"3. Hafta|12-18 Ocak|Listening\nE8.5.L1. Students will be able to understand the gist of oral texts.\nE8.5.L2. Students will be able to comprehend phrases and related vocabulary items.\n\nSpoken Interaction\nE8.5.SI1. Students will be able to talk about their Internet habits.\nE8.5.SI2. Students will be able to exchange information about the Internet.\n\nSpoken Production\nE8.5.SP1. Students will be able to make excuses, and to accept and refuse offers by using a series of phrases and simple sentences.\n\nReading\nE8.5.R1. Students will be able to identify main ideas in short and simple texts about internet habits.\nE8.5.R2. Students will be able to find specific information about the Internet in various texts.\n\nWriting\nE8.5.W1. Students will be able to write a basic paragraph to describe their internet habits.","unit":"5- The Internet","subject":"Contexts\nBlogs / Charts\nDiaries/Journal Entries\nE-mails / Illustrations\nLists / News\nReports / Notes and Messages\nPodcasts / Posters\nQuestionnaires\nSongs / Stories\nVideos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Wh","description":"Accepting and refusing / Making\nexcuses\nWould you like to join our WhatsApp group?\n-Yes, sure/That sounds great.\n-No, thanks. I am really busy. Why don’t we chat online at two o’clock? I want to tell you something important.\n-I’m sorry, but I can’t. My internet is broken.\nWhat do you mean? Do you mean the Internet connection?\n-Yes. It isn’t working properly.\n\naccount, -s\nattachment, -s\nbrowse\nbrowser, -s\ncomment, -s\nconfirm\nconnection, -s\ndelete\ndownload/upload\nlog on/in/off\nregister\nreply screen, -s\nsearch engine, -s\nsign in/up\nsocial networking site, -s\nwebsite"},{"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\nE8.5.L1. Students will be able to understand the gist of oral texts.\nE8.5.L2. Students will be able to comprehend phrases and related vocabulary items.\n\nSpoken Interaction\nE8.5.SI1. Students will be able to talk about their Internet habits.\nE8.5.SI2. Students will be able to exchange information about the Internet.\n\nSpoken Production\nE8.5.SP1. Students will be able to make excuses, and to accept and refuse offers by using a series of phrases and simple sentences.\n\nReading\nE8.5.R1. Students will be able to identify main ideas in short and simple texts about internet habits.\nE8.5.R2. Students will be able to find specific information about the Internet in various texts.\n\nWriting\nE8.5.W1. Students will be able to write a basic paragraph to describe their internet habits.","unit":"5- The Internet","subject":"Contexts\nBlogs / Charts\nDiaries/Journal Entries\nE-mails / Illustrations\nLists / News\nReports / Notes and Messages\nPodcasts / Posters\nQuestionnaires\nSongs / Stories\nVideos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Wh","description":"Accepting and refusing / Making\nexcuses\nWould you like to join our WhatsApp group?\n-Yes, sure/That sounds great.\n-No, thanks. I am really busy. Why don’t we chat online at two o’clock? I want to tell you something important.\n-I’m sorry, but I can’t. My internet is broken.\nWhat do you mean? Do you mean the Internet connection?\n-Yes. It isn’t working properly.\n\naccount, -s\nattachment, -s\nbrowse\nbrowser, -s\ncomment, -s\nconfirm\nconnection, -s\ndelete\ndownload/upload\nlog on/in/off\nregister\nreply screen, -s\nsearch engine, -s\nsign in/up\nsocial networking site, -s\nwebsite"},{"content":"2. Hafta|09-15 Şubat|                 Listening\nE8.5.L1. Students will be able to understand the gist of oral texts.\nE8.5.L2. Students will be able to comprehend phrases and related vocabulary items.\n\nSpoken Interaction\nE8.5.SI1. Students will be able to talk about their Internet habits.\nE8.5.SI2. Students will be able to exchange information about the Internet.\n\nSpoken Production\nE8.5.SP1. Students will be able to make excuses, and to accept and refuse offers by using a series of phrases and simple sentences.\n\nReading\nE8.5.R1. Students will be able to identify main ideas in short and simple texts about internet habits.\nE8.5.R2. Students will be able to find specific information about the Internet in various texts.\n\nWriting\nE8.5.W1. Students will be able to write a basic paragraph to describe their internet habits.","unit":"5- The Internet","subject":"Contexts\nBlogs / Charts\nDiaries/Journal Entries\nE-mails / Illustrations\nLists / News\nReports / Notes and Messages\nPodcasts / Posters\nQuestionnaires\nSongs / Stories\nVideos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Wh","description":"Accepting and refusing / Making\nexcuses\nWould you like to join our WhatsApp group?\n-Yes, sure/That sounds great.\n-No, thanks. I am really busy. Why don’t we chat online at two o’clock? I want to tell you something important.\n-I’m sorry, but I can’t. My internet is broken.\nWhat do you mean? Do you mean the Internet connection?\n-Yes. It isn’t working properly.\n\naccount, -s\nattachment, -s\nbrowse\nbrowser, -s\ncomment, -s\nconfirm\nconnection, -s\ndelete\ndownload/upload\nlog on/in/off\nregister\nreply screen, -s\nsearch engine, -s\nsign in/up\nsocial networking site, -s\nwebsite"},{"content":"3. Hafta|16-22 Şubat|                 Listening\nE8.6.L1. Students will be able to follow a discussion on adventures.\nE8.6.L2. Students will be able to understand the\nmain points of simple messages.\n\nSpoken Interaction\nE8.6.SI1. Students will be able to interact with reasonable ease in short conversations.\nE8.6.SI2. Students will be able to talk about comparisons, preferences and their reasons.\n\nSpoken Production\nE8.6.SP1. Students will be able to make comparisons about sports and games by using\nsimple descriptive language.\n\nReading\nE8.6.R1. Students will be able to understand short and simple texts to find the main points about adventures.\n\nWriting\nE8.6.W1. Students will be able to write a short and simple paragraph comparing two objects.","unit":"Unit 6: Adventures","subject":"Contexts\nBlogs / Charts\nDiaries/Journal Entries\nE-mails / Illustrations\nLists / Maps\nNews / Notes and Messages\nPodcasts / Posters\nQuestionnaires\nReports\nSongs / Stories\nVideos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someo","description":"Expressing preferences / Giving explanations and reasons\nWhat do you prefer doing on summer\nholidays?\n-I would rather go rafting than canoeing because it is easier.\n-I prefer rafting to kayaking because it\nis more entertaining.\n\nMaking comparisons\nI think bungee-jumping is more/less dangerous and challenging than canoeing.\nI think extreme sports are more exciting than indoor sports.\n\namusing\nbungee-jumping\ncanoeing\ncaving\nchallenging\ndisappointing\nentertaining\nexciting\nextreme sports\nfascinating\nhang-gliding\nkayaking\nmotor-racing\nparagliding\nrafting\nskateboarding\ntake risks"},{"content":"4. Hafta|23 Şubat-01 Mart|                 Listening\nE8.6.L1. Students will be able to follow a discussion on adventures.\nE8.6.L2. Students will be able to understand the\nmain points of simple messages.\n\nSpoken Interaction\nE8.6.SI1. Students will be able to interact with reasonable ease in short conversations.\nE8.6.SI2. Students will be able to talk about comparisons, preferences and their reasons.\n\nSpoken Production\nE8.6.SP1. Students will be able to make comparisons about sports and games by using\nsimple descriptive language.\n\nReading\nE8.6.R1. Students will be able to understand short and simple texts to find the main points about adventures.\n\nWriting\nE8.6.W1. Students will be able to write a short and simple paragraph comparing two objects.","unit":"Unit 6: Adventures","subject":"Contexts\nBlogs / Charts\nDiaries/Journal Entries\nE-mails / Illustrations\nLists / Maps\nNews / Notes and Messages\nPodcasts / Posters\nQuestionnaires\nReports\nSongs / Stories\nVideos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someo","description":"Expressing preferences / Giving explanations and reasons\nWhat do you prefer doing on summer\nholidays?\n-I would rather go rafting than canoeing because it is easier.\n-I prefer rafting to kayaking because it\nis more entertaining.\n\nMaking comparisons\nI think bungee-jumping is more/less dangerous and challenging than canoeing.\nI think extreme sports are more exciting than indoor sports.\n\namusing\nbungee-jumping\ncanoeing\ncaving\nchallenging\ndisappointing\nentertaining\nexciting\nextreme sports\nfascinating\nhang-gliding\nkayaking\nmotor-racing\nparagliding\nrafting\nskateboarding\ntake risks"},{"content":"1. Hafta|02-08 Mart|                 Listening\nE8.6.L1. Students will be able to follow a discussion on adventures.\nE8.6.L2. Students will be able to understand the\nmain points of simple messages.\n\nSpoken Interaction\nE8.6.SI1. Students will be able to interact with reasonable ease in short conversations.\nE8.6.SI2. Students will be able to talk about comparisons, preferences and their reasons.\n\nSpoken Production\nE8.6.SP1. Students will be able to make comparisons about sports and games by using\nsimple descriptive language.\n\nReading\nE8.6.R1. Students will be able to understand short and simple texts to find the main points about adventures.\n\nWriting\nE8.6.W1. Students will be able to write a short and simple paragraph comparing two objects.","unit":"Unit 6: Adventures","subject":"Contexts\nBlogs / Charts\nDiaries/Journal Entries\nE-mails / Illustrations\nLists / Maps\nNews / Notes and Messages\nPodcasts / Posters\nQuestionnaires\nReports\nSongs / Stories\nVideos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someo","description":"Expressing preferences / Giving explanations and reasons\nWhat do you prefer doing on summer\nholidays?\n-I would rather go rafting than canoeing because it is easier.\n-I prefer rafting to kayaking because it\nis more entertaining.\n\nMaking comparisons\nI think bungee-jumping is more/less dangerous and challenging than canoeing.\nI think extreme sports are more exciting than indoor sports.\n\namusing\nbungee-jumping\ncanoeing\ncaving\nchallenging\ndisappointing\nentertaining\nexciting\nextreme sports\nfascinating\nhang-gliding\nkayaking\nmotor-racing\nparagliding\nrafting\nskateboarding\ntake risks"},{"content":"2. Hafta|09-15 Mart|                 Listening\nE8.6.L1. Students will be able to follow a discussion on adventures.\nE8.6.L2. Students will be able to understand the\nmain points of simple messages.\n\nSpoken Interaction\nE8.6.SI1. Students will be able to interact with reasonable ease in short conversations.\nE8.6.SI2. Students will be able to talk about comparisons, preferences and their reasons.\n\nSpoken Production\nE8.6.SP1. Students will be able to make comparisons about sports and games by using\nsimple descriptive language.\n\nReading\nE8.6.R1. Students will be able to understand short and simple texts to find the main points about adventures.\n\nWriting\nE8.6.W1. Students will be able to write a short and simple paragraph comparing two objects.","unit":"Unit 6: Adventures","subject":"Contexts\nBlogs / Charts\nDiaries/Journal Entries\nE-mails / Illustrations\nLists / Maps\nNews / Notes and Messages\nPodcasts / Posters\nQuestionnaires\nReports\nSongs / Stories\nVideos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someo","description":"Expressing preferences / Giving explanations and reasons\nWhat do you prefer doing on summer\nholidays?\n-I would rather go rafting than canoeing because it is easier.\n-I prefer rafting to kayaking because it\nis more entertaining.\n\nMaking comparisons\nI think bungee-jumping is more/less dangerous and challenging than canoeing.\nI think extreme sports are more exciting than indoor sports.\n\namusing\nbungee-jumping\ncanoeing\ncaving\nchallenging\ndisappointing\nentertaining\nexciting\nextreme sports\nfascinating\nhang-gliding\nkayaking\nmotor-racing\nparagliding\nrafting\nskateboarding\ntake risks"},{"content":"3. Hafta|16-22 Mart|                 ARA TATİL","unit":"","subject":"","description":""},{"content":"4. Hafta|23-29 Mart|                 CENTRAL EXAMINATION SYSTEM\n\"Listening\nE8.7.L1. Students will be able to understand and\nextract the specific information from short and\nsimple oral texts.\nSpoken Interaction\nE8.7.SI1. Students will be able to exchange\ninformation about tourism.\nE8.7.SI2. Students will be able to talk about their\nfavorite tourist attractions by giving details.\nSpoken Production\nE8.7.SP1. Students will be able to express their\npreferences for particular tourist attractions and\ngive reasons.\nE8.7.SP2. Students will be able to make simple\ncomparisons between different tourist attractions.\nE8.7.SP3. Students will be able to express their\nexperiences about places.\nReading\nE8.7.R1. Students will be able to find specific\ninformation from various texts about tourism.\nWriting\nE8.7.W1. Students will be able to design a\nbrochure, advertisement or a postcard about\ntheir favorite tourist attraction(s).\"\n","unit":"Unit 7: Tourism","subject":"\"Describing places\nWhat do you think about Rome?\nDid you enjoy your trip?\n—It was incredible. It’s truly an ancient city,\nand the weather was just perfect. It is in fact\nusually warm and sunny in Rome.\nExpressing preferences\nWhich one do you prefer? Historic sites or\nthe seaside?\n—I’d rather visit historic sites because they\nare usually more interesting.\nGiving explanations/reasons\n—I think/guess/believe/suppose it is\nexciting.\n—In my opinion/to me, it is lovely.\n—In my opinion/to me, it sounds/looks\nfascinating.\nMaking comparisons\n—In my opinion/to me, historical architecture\nis more beautiful than modern architecture.\n—I think/guess/believe/suppose all-inclusive\nhotels are more attractive than bed and\nbreakfasts.\nTalking about experiences\nHave you ever been to …?\n—Yes, I have.\n—No, I have not.\n—I have been to Side before.\n—I have never been to Mardin.\nall-inclusive\nancient\narchitecture\nattraction, -s\nbed and breakfast\ncountryside\nculture/cultural destination\nfascinating\nhistoric site, -s\nincredible resort, ","description":"\"Contexts\nAdvertisements\nBlogs\nCharts\nDiaries/Journal Entries\nE-mails\nIllustrations\nMaps\nLists\nNews\nReports\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nSongs\nStories\nVideos\nWebsites\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames\nGuessing\nInformation/Opinion Gap\nInformation Transfer\nLabeling\nMatching\nQuestions and Answers\nReordering\nStorytelling\nTrue/False/No information\nAssignments\n• Students keep expanding their visual dictionary by\nincluding new vocabulary items.\n• Students interview with the peers about their holiday\npreferences, and then they prepare a travel plan using\nmaps and pictures to compare each destination.\""},{"content":"1. Hafta|30 Mart-05 Nisan|                 \"Listening\nE8.7.L1. Students will be able to understand and\nextract the specific information from short and\nsimple oral texts.\nSpoken Interaction\nE8.7.SI1. Students will be able to exchange\ninformation about tourism.\nE8.7.SI2. Students will be able to talk about their\nfavorite tourist attractions by giving details.\nSpoken Production\nE8.7.SP1. Students will be able to express their\npreferences for particular tourist attractions and\ngive reasons.\nE8.7.SP2. Students will be able to make simple\ncomparisons between different tourist attractions.\nE8.7.SP3. Students will be able to express their\nexperiences about places.\nReading\nE8.7.R1. Students will be able to find specific\ninformation from various texts about tourism.\nWriting\nE8.7.W1. Students will be able to design a\nbrochure, advertisement or a postcard about\ntheir favorite tourist attraction(s).\"\n","unit":"Unit 7: Tourism","subject":"\"Describing places\nWhat do you think about Rome?\nDid you enjoy your trip?\n—It was incredible. It’s truly an ancient city,\nand the weather was just perfect. It is in fact\nusually warm and sunny in Rome.\nExpressing preferences\nWhich one do you prefer? Historic sites or\nthe seaside?\n—I’d rather visit historic sites because they\nare usually more interesting.\nGiving explanations/reasons\n—I think/guess/believe/suppose it is\nexciting.\n—In my opinion/to me, it is lovely.\n—In my opinion/to me, it sounds/looks\nfascinating.\nMaking comparisons\n—In my opinion/to me, historical architecture\nis more beautiful than modern architecture.\n—I think/guess/believe/suppose all-inclusive\nhotels are more attractive than bed and\nbreakfasts.\nTalking about experiences\nHave you ever been to …?\n—Yes, I have.\n—No, I have not.\n—I have been to Side before.\n—I have never been to Mardin.\nall-inclusive\nancient\narchitecture\nattraction, -s\nbed and breakfast\ncountryside\nculture/cultural destination\nfascinating\nhistoric site, -s\nincredible resort, ","description":"\"Contexts\nAdvertisements\nBlogs\nCharts\nDiaries/Journal Entries\nE-mails\nIllustrations\nMaps\nLists\nNews\nReports\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nSongs\nStories\nVideos\nWebsites\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames\nGuessing\nInformation/Opinion Gap\nInformation Transfer\nLabeling\nMatching\nQuestions and Answers\nReordering\nStorytelling\nTrue/False/No information\nAssignments\n• Students keep expanding their visual dictionary by\nincluding new vocabulary items.\n• Students interview with the peers about their holiday\npreferences, and then they prepare a travel plan using\nmaps and pictures to compare each destination.\""},{"content":"2. Hafta|06-12 Nisan|                 \"Listening\nE8.7.L1. Students will be able to understand and\nextract the specific information from short and\nsimple oral texts.\nSpoken Interaction\nE8.7.SI1. Students will be able to exchange\ninformation about tourism.\nE8.7.SI2. Students will be able to talk about their\nfavorite tourist attractions by giving details.\nSpoken Production\nE8.7.SP1. Students will be able to express their\npreferences for particular tourist attractions and\ngive reasons.\nE8.7.SP2. Students will be able to make simple\ncomparisons between different tourist attractions.\nE8.7.SP3. Students will be able to express their\nexperiences about places.\nReading\nE8.7.R1. Students will be able to find specific\ninformation from various texts about tourism.\nWriting\nE8.7.W1. Students will be able to design a\nbrochure, advertisement or a postcard about\ntheir favorite tourist attraction(s).\"\n","unit":"Unit 7: Tourism","subject":"\"Describing places\nWhat do you think about Rome?\nDid you enjoy your trip?\n—It was incredible. It’s truly an ancient city,\nand the weather was just perfect. It is in fact\nusually warm and sunny in Rome.\nExpressing preferences\nWhich one do you prefer? Historic sites or\nthe seaside?\n—I’d rather visit historic sites because they\nare usually more interesting.\nGiving explanations/reasons\n—I think/guess/believe/suppose it is\nexciting.\n—In my opinion/to me, it is lovely.\n—In my opinion/to me, it sounds/looks\nfascinating.\nMaking comparisons\n—In my opinion/to me, historical architecture\nis more beautiful than modern architecture.\n—I think/guess/believe/suppose all-inclusive\nhotels are more attractive than bed and\nbreakfasts.\nTalking about experiences\nHave you ever been to …?\n—Yes, I have.\n—No, I have not.\n—I have been to Side before.\n—I have never been to Mardin.\nall-inclusive\nancient\narchitecture\nattraction, -s\nbed and breakfast\ncountryside\nculture/cultural destination\nfascinating\nhistoric site, -s\nincredible resort, ","description":"\"Contexts\nAdvertisements\nBlogs\nCharts\nDiaries/Journal Entries\nE-mails\nIllustrations\nMaps\nLists\nNews\nReports\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nSongs\nStories\nVideos\nWebsites\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames\nGuessing\nInformation/Opinion Gap\nInformation Transfer\nLabeling\nMatching\nQuestions and Answers\nReordering\nStorytelling\nTrue/False/No information\nAssignments\n• Students keep expanding their visual dictionary by\nincluding new vocabulary items.\n• Students interview with the peers about their holiday\npreferences, and then they prepare a travel plan using\nmaps and pictures to compare each destination.\""},{"content":"3. Hafta|13-19 Nisan|                 \"Listening\nE8.8.L1. Students will be able to identify the\nmain points of a short talk describing the\nresponsibilities of people.\nE8.8.L2. Students will be able to understand\nobligations, likes and dislikes in various oral texts.\nE8.8.L3. Students will be able to follow topic\nchange during factual, short talks.\nSpoken Interaction\nE8.8.SI1. Students will be able to interact during\nsimple, routine tasks requiring a direct exchange\nof information.\nE8.8.SI2. Students will be able to talk about\nresponsibilities.\nSpoken Production\nE8.8.SP1. Students will be able to express their\nobligations, likes and dislikes in simple terms.\nReading\nE8.8.R1. Students will be able to understand\nvarious short and simple texts about\nresponsibilities.\nWriting\nE8.8.W1. Students will be able to write short and\nsimple poems/stories about their feelings and\nresponsibilities.\"","unit":"Unit 8: Chores","subject":"\"Expressing likes and dislikes\nI like it when my parents give me some\npocket money.\nI don’t like it when my mom asks too\nmany questions.\nExpressing obligation\nDo you have to help your parents in\nhousework?\n—Well, I must help my parents to set\nthe table.\n—I must help my brother to do his\nhomework.\nWe must respect the elderly/ people/\neach other.\nMy brother has to respect my rights.\nExpressing responsibilities\nI’m responsible for cooking dinner.\nS/he is in charge of taking out the\ngarbage.\nDon’t you think it is necessary to tidy up\nyour room?\nIt is time to do the laundry.\narrive on time\nclean up\ndo the laundry\ndoing chores\niron\nkeep quiet\nkeep/break promises\nload/empty the dishwasher\nmake the bed\nobey the rules\nreturn books\nset the table\ntake out the garbage/trash\ntidy up\nto-do list\nwash/dry the dishes\"","description":"\"Contexts\nAdvertisements\nBlogs\nCharts\nDiaries/Journal Entries\nE-mails\nIllustrations\nLists\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nSongs\nStories\nVideos\nWebsites\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames\nGuessing\nInformation/Opinion Gap\nInformation Transfer\nLabeling\nMatching\nQuestions and Answers\nReordering\nStorytelling\nTrue/False/No information\nAssignments\n• Students keep expanding their visual dictionary by including new vocabulary items.\n• Students write a short paragraph explaining the\nresponsibilities of their family members.\"\n\n\n"},{"content":"4. Hafta|20-26 Nisan|                 \"Listening\nE8.8.L1. Students will be able to identify the\nmain points of a short talk describing the\nresponsibilities of people.\nE8.8.L2. Students will be able to understand\nobligations, likes and dislikes in various oral texts.\nE8.8.L3. Students will be able to follow topic\nchange during factual, short talks.\nSpoken Interaction\nE8.8.SI1. Students will be able to interact during\nsimple, routine tasks requiring a direct exchange\nof information.\nE8.8.SI2. Students will be able to talk about\nresponsibilities.\nSpoken Production\nE8.8.SP1. Students will be able to express their\nobligations, likes and dislikes in simple terms.\nReading\nE8.8.R1. Students will be able to understand\nvarious short and simple texts about\nresponsibilities.\nWriting\nE8.8.W1. Students will be able to write short and\nsimple poems/stories about their feelings and\nresponsibilities.\"","unit":"Unit 8: Chores","subject":"\"Expressing likes and dislikes\nI like it when my parents give me some\npocket money.\nI don’t like it when my mom asks too\nmany questions.\nExpressing obligation\nDo you have to help your parents in\nhousework?\n—Well, I must help my parents to set\nthe table.\n—I must help my brother to do his\nhomework.\nWe must respect the elderly/ people/\neach other.\nMy brother has to respect my rights.\nExpressing responsibilities\nI’m responsible for cooking dinner.\nS/he is in charge of taking out the\ngarbage.\nDon’t you think it is necessary to tidy up\nyour room?\nIt is time to do the laundry.\narrive on time\nclean up\ndo the laundry\ndoing chores\niron\nkeep quiet\nkeep/break promises\nload/empty the dishwasher\nmake the bed\nobey the rules\nreturn books\nset the table\ntake out the garbage/trash\ntidy up\nto-do list\nwash/dry the dishes\"","description":"\"Contexts\nAdvertisements\nBlogs\nCharts\nDiaries/Journal Entries\nE-mails\nIllustrations\nLists\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nSongs\nStories\nVideos\nWebsites\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames\nGuessing\nInformation/Opinion Gap\nInformation Transfer\nLabeling\nMatching\nQuestions and Answers\nReordering\nStorytelling\nTrue/False/No information\nAssignments\n• Students keep expanding their visual dictionary by including new vocabulary items.\n• Students write a short paragraph explaining the\nresponsibilities of their family members.\"\n\n\n"},{"content":"5. Hafta|27 Nisan-03 Mayıs|                 \"Listening\nE8.8.L1. Students will be able to identify the\nmain points of a short talk describing the\nresponsibilities of people.\nE8.8.L2. Students will be able to understand\nobligations, likes and dislikes in various oral texts.\nE8.8.L3. Students will be able to follow topic\nchange during factual, short talks.\nSpoken Interaction\nE8.8.SI1. Students will be able to interact during\nsimple, routine tasks requiring a direct exchange\nof information.\nE8.8.SI2. Students will be able to talk about\nresponsibilities.\nSpoken Production\nE8.8.SP1. Students will be able to express their\nobligations, likes and dislikes in simple terms.\nReading\nE8.8.R1. Students will be able to understand\nvarious short and simple texts about\nresponsibilities.\nWriting\nE8.8.W1. Students will be able to write short and\nsimple poems/stories about their feelings and\nresponsibilities.\"","unit":"Unit 8: Chores","subject":"\"Expressing likes and dislikes\nI like it when my parents give me some\npocket money.\nI don’t like it when my mom asks too\nmany questions.\nExpressing obligation\nDo you have to help your parents in\nhousework?\n—Well, I must help my parents to set\nthe table.\n—I must help my brother to do his\nhomework.\nWe must respect the elderly/ people/\neach other.\nMy brother has to respect my rights.\nExpressing responsibilities\nI’m responsible for cooking dinner.\nS/he is in charge of taking out the\ngarbage.\nDon’t you think it is necessary to tidy up\nyour room?\nIt is time to do the laundry.\narrive on time\nclean up\ndo the laundry\ndoing chores\niron\nkeep quiet\nkeep/break promises\nload/empty the dishwasher\nmake the bed\nobey the rules\nreturn books\nset the table\ntake out the garbage/trash\ntidy up\nto-do list\nwash/dry the dishes\"","description":"\"Contexts\nAdvertisements\nBlogs\nCharts\nDiaries/Journal Entries\nE-mails\nIllustrations\nLists\nNotes and Messages\nPodcasts\nPosters\nQuestionnaires\nSongs\nStories\nVideos\nWebsites\nTasks/Activities\nDrama (Role Play, Simulation, Pantomime)\nFind Someone Who …\nGames\nGuessing\nInformation/Opinion Gap\nInformation Transfer\nLabeling\nMatching\nQuestions and Answers\nReordering\nStorytelling\nTrue/False/No information\nAssignments\n• Students keep expanding their visual dictionary by including new vocabulary items.\n• Students write a short paragraph explaining the\nresponsibilities of their family members.\"\n\n\n"},{"content":"1. Hafta|04-10 Mayıs|                 Listening\nE8.9.L1. Students will be able to recognize main ideas and key information in short oral texts about science.\n\nSpoken Interaction\nE8.9.SI1. Students will be able to talk about actions happening currently and in the past.\nE8.9.SI2. Students will be able to involve in simple discussions about scientific achievements.\n\nSpoken Production\nE8.9.SP1. Students will be able to describe actions happening currently.\nE8.9.SP2. Students will be able to present information about scientific achievements in a simple way.\n\nReading\nE8.9.R1. Students will be able to understand short and simple texts about actions happening currently and in the past.\nE8.9.R2. Students will be able to identify main ideas and supporting details in short texts about science.\n\nWriting\nE8.9.W1. Students will be able to write simple descriptions of scientific achievements in a short paragraph.","unit":"9- Science","subject":"Contexts\nAdvertisements / Blogs / Charts\nDiaries/Journal Entries\nE-mails / Illustrations\nLists / Maps / News\nNotes and Messages\nPodcasts / Posters\nQuestionnaires\nReports / Songs\nStories / Videos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pa","description":"Describing the actions happening\ncurrently\nMy brother and his friends are preparing a science project nowadays. They are doing some research in the library.\nWhat kind of books are you reading in these days/currently?\n-I am reading a science fiction novel.\n-Currently, I am reading a book about space travel.\n\nTalking about past events\nScientific achievements of the past century changed the world. For example, Archimedes invented the water screw.\nResearchers found some new fossils, and now they are working on them in the labs.\nNewton discovered the gravity of the matter and now scientists are exploring the solar gravity.\n\ncell, -s / cure, -s / discover \ndo an experiment \n explode / explore\nfind out / genius, -es \n high-tech \ninvent / lab, -s \nprocess, -es\nresult, -s / safety / scientific / search\nsucceed / test tube, -s \n vaccination, -s"},{"content":"2. Hafta|11-17 Mayıs|                 Listening\nE8.9.L1. Students will be able to recognize main ideas and key information in short oral texts about science.\n\nSpoken Interaction\nE8.9.SI1. Students will be able to talk about actions happening currently and in the past.\nE8.9.SI2. Students will be able to involve in simple discussions about scientific achievements.\n\nSpoken Production\nE8.9.SP1. Students will be able to describe actions happening currently.\nE8.9.SP2. Students will be able to present information about scientific achievements in a simple way.\n\nReading\nE8.9.R1. Students will be able to understand short and simple texts about actions happening currently and in the past.\nE8.9.R2. Students will be able to identify main ideas and supporting details in short texts about science.\n\nWriting\nE8.9.W1. Students will be able to write simple descriptions of scientific achievements in a short paragraph.","unit":"9- Science","subject":"Contexts\nAdvertisements / Blogs / Charts\nDiaries/Journal Entries\nE-mails / Illustrations\nLists / Maps / News\nNotes and Messages\nPodcasts / Posters\nQuestionnaires\nReports / Songs\nStories / Videos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pa","description":"Describing the actions happening\ncurrently\nMy brother and his friends are preparing a science project nowadays. They are doing some research in the library.\nWhat kind of books are you reading in these days/currently?\n-I am reading a science fiction novel.\n-Currently, I am reading a book about space travel.\n\nTalking about past events\nScientific achievements of the past century changed the world. For example, Archimedes invented the water screw.\nResearchers found some new fossils, and now they are working on them in the labs.\nNewton discovered the gravity of the matter and now scientists are exploring the solar gravity.\n\ncell, -s / cure, -s / discover \ndo an experiment \n explode / explore\nfind out / genius, -es \n high-tech \ninvent / lab, -s \nprocess, -es\nresult, -s / safety / scientific / search\nsucceed / test tube, -s \n vaccination, -s"},{"content":"3. Hafta|18-24 Mayıs|                 Listening\nE8.9.L1. Students will be able to recognize main ideas and key information in short oral texts about science.\n\nSpoken Interaction\nE8.9.SI1. Students will be able to talk about actions happening currently and in the past.\nE8.9.SI2. Students will be able to involve in simple discussions about scientific achievements.\n\nSpoken Production\nE8.9.SP1. Students will be able to describe actions happening currently.\nE8.9.SP2. Students will be able to present information about scientific achievements in a simple way.\n\nReading\nE8.9.R1. Students will be able to understand short and simple texts about actions happening currently and in the past.\nE8.9.R2. Students will be able to identify main ideas and supporting details in short texts about science.\n\nWriting\nE8.9.W1. Students will be able to write simple descriptions of scientific achievements in a short paragraph.","unit":"9- Science","subject":"Contexts\nAdvertisements / Blogs / Charts\nDiaries/Journal Entries\nE-mails / Illustrations\nLists / Maps / News\nNotes and Messages\nPodcasts / Posters\nQuestionnaires\nReports / Songs\nStories / Videos / Websites\n\nTasks/Activities\nDrama (Role Play, Simulation, Pa","description":"Describing the actions happening\ncurrently\nMy brother and his friends are preparing a science project nowadays. They are doing some research in the library.\nWhat kind of books are you reading in these days/currently?\n-I am reading a science fiction novel.\n-Currently, I am reading a book about space travel.\n\nTalking about past events\nScientific achievements of the past century changed the world. For example, Archimedes invented the water screw.\nResearchers found some new fossils, and now they are working on them in the labs.\nNewton discovered the gravity of the matter and now scientists are exploring the solar gravity.\n\ncell, -s / cure, -s / discover \ndo an experiment \n explode / explore\nfind out / genius, -es \n high-tech \ninvent / lab, -s \nprocess, -es\nresult, -s / safety / scientific / search\nsucceed / test tube, -s \n vaccination, -s"},{"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|                 \nListening\nE8.10.L1. Students will be able to identify the main points of TV news about natural forces and disasters.\nSpoken Interaction\nE8.10.SI1. Students will be able to talk about predictions concerning future of the Earth.\nE8.10.SI2. Students will be able to negotiate reasons and results to support their predictions about natural forces and disasters.\nSpoken Production\nE8.10.SP1. Students will be able to express predictions concerning future of the Earth.\nE8.10.SP2. Students will be able to give reasons and results to support their predictions about natural forces and disasters.\nReading\nE8.10.R1. Students will be able to identify specific information in simple texts about natural forces and disasters.\nWriting\nE8.10.W1. Students will be able to write a short and simple paragraph about reasons and results of natural forces and disasters.","unit":"10- Natural Forces","subject":"Contexts\nAdvertisements\nBlogs / Charts\nDiaries/Journal Entries\nE-mails / Illustrations\nLists / Maps / News\nNotes and Messages\nPodcasts / Posters\nQuestionnaires\nReports / Songs\nStories / Videos\nWeather Reports / Websites\nTasks/Activities\nDrama (Role Play, S","description":"Making predictions about the future\n(Giving reasons and results)\n—I think we will have water shortage in the future because we waste too much water. So we should/must stop wasting water sources.\n—I think there will be serious droughts. So schools should educate students to use less water.\nDo you think there will be a water shortage?\n—Yes. There won’t be enough water.\n—No. There will be a lot of rain in the future.\n\navalanche, -s / disaster, -s\ndrought, -s / earthquake, -s\nerosion / flood, -s\nglobal warming\nhurricane, -s / land\nslide, -s / melt\nsuffer / survivor, -s\ntornado, -es / tsunami, s\nvolcano, -es"},{"content":"2. Hafta|08-14 Haziran|                             CENTRAL EXAMINATION SYSTEM\nListening\nE8.10.L1. Students will be able to identify the main points of TV news about natural forces and disasters.\nSpoken Interaction\nE8.10.SI1. Students will be able to talk about predictions concerning future of the Earth.\nE8.10.SI2. Students will be able to negotiate reasons and results to support their predictions about natural forces and disasters.\nSpoken Production\nE8.10.SP1. Students will be able to express predictions concerning future of the Earth.\nE8.10.SP2. Students will be able to give reasons and results to support their predictions about natural forces and disasters.\nReading\nE8.10.R1. Students will be able to identify specific information in simple texts about natural forces and disasters.\nWriting\nE8.10.W1. Students will be able to write a short and simple paragraph about reasons and results of natural forces and disasters.","unit":"10- Natural Forces","subject":"Contexts\nAdvertisements\nBlogs / Charts\nDiaries/Journal Entries\nE-mails / Illustrations\nLists / Maps / News\nNotes and Messages\nPodcasts / Posters\nQuestionnaires\nReports / Songs\nStories / Videos\nWeather Reports / Websites\nTasks/Activities\nDrama (Role Play, S","description":"Making predictions about the future\n(Giving reasons and results)\n—I think we will have water shortage in the future because we waste too much water. So we should/must stop wasting water sources.\n—I think there will be serious droughts. So schools should educate students to use less water.\nDo you think there will be a water shortage?\n—Yes. There won’t be enough water.\n—No. There will be a lot of rain in the future.\n\navalanche, -s / disaster, -s\ndrought, -s / earthquake, -s\nerosion / flood, -s\nglobal warming\nhurricane, -s / land\nslide, -s / melt\nsuffer / survivor, -s\ntornado, -es / tsunami, s\nvolcano, -es"},{"content":"3. Hafta|15-21 Haziran|                 Listening\nE8.10.L1. Students will be able to identify the main points of TV news about natural forces and disasters.\nSpoken Interaction\nE8.10.SI1. Students will be able to talk about predictions concerning future of the Earth.\nE8.10.SI2. Students will be able to negotiate reasons and results to support their predictions about natural forces and disasters.\nSpoken Production\nE8.10.SP1. Students will be able to express predictions concerning future of the Earth.\nE8.10.SP2. Students will be able to give reasons and results to support their predictions about natural forces and disasters.\nReading\nE8.10.R1. Students will be able to identify specific information in simple texts about natural forces and disasters.\nWriting\nE8.10.W1. Students will be able to write a short and simple paragraph about reasons and results of natural forces and disasters.","unit":"10- Natural Forces","subject":"Contexts\nAdvertisements\nBlogs / Charts\nDiaries/Journal Entries\nE-mails / Illustrations\nLists / Maps / News\nNotes and Messages\nPodcasts / Posters\nQuestionnaires\nReports / Songs\nStories / Videos\nWeather Reports / Websites\nTasks/Activities\nDrama (Role Play, S","description":"Making predictions about the future\n(Giving reasons and results)\n—I think we will have water shortage in the future because we waste too much water. So we should/must stop wasting water sources.\n—I think there will be serious droughts. So schools should educate students to use less water.\nDo you think there will be a water shortage?\n—Yes. There won’t be enough water.\n—No. There will be a lot of rain in the future.\n\navalanche, -s / disaster, -s\ndrought, -s / earthquake, -s\nerosion / flood, -s\nglobal warming\nhurricane, -s / land\nslide, -s / melt\nsuffer / survivor, -s\ntornado, -es / tsunami, s\nvolcano, -es"},{"content":"4. Hafta|22-28 Haziran|SOCIAL ACTIVITIES\t\t\t\t\t","unit":"SOCIAL ACTIVITIES\t\t\t\t\t","subject":"SOCIAL ACTIVITIES\t\t\t\t\t","description":"SOCIAL ACTIVITIES\t\t\t\t\t"}],"grade":8,"lesson_code":"E","subject":"İngilizce","id":"6950f07eb25c7531f79d5522"}