{"_id":"6950f0a7b25c7531f79d55d1","outcome_id":"3740","created_at":"2025-12-28T08:56:07.879Z","updated_at":"2025-12-28T09:40:32.609Z","weeks":[{"content":"2. Hafta|08-14 Eylül|Listening\nE4.1.L1. Students will be able to understand short and clear utterances about requests. \nE4.1.L2. Students will be able to understand short and clear utterances about permission. \nE4.1.L3. Students will be able to recognize simple classroom instructions.\nE4.1.L4. Students will be able to recognize numbers from one to fifty.\n\nSpeaking\nE4.1.S1. Students will be able to interact with their classmates through asking for and giving permission in short utterances.\nE4.1.S2. Students will be able to make requests by using simple utterances.\nE4.1.S3. Students will be able to give and respond to simple instructions verbally.\nE4.1.S4. Students will be able to count up to fifty.","unit":"1- Classroom Rules","subject":"Contexts\nCaptions\nCartoons\nConversations\nIllustrations\nInstructions\nLists\nNotes and Messages\nPosters\nSigns\nSongs\nVideos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nGames\nMaking Puppets\nMa","description":"Asking for permission\nCan/May I come in/go out?\n— Yes, you can.\n— Sure/Of course.\n— Sorry, not right now. \n\nMaking simple requests\nGive me the book, please.\n— Sure/Of course.\n— Here you are.\n— Say that again, please.\n\nTelling someone what to do\nBe quiet, please.\nClean/Look at the board, please.\nGo back your place, please.\nOpen the window, please.\nOpen/close the door, please.\nPlease come in.\nThe pencil, please.\nNaming numbers\nNumbers from 1 to 50.\n\neraser,-s\njoin\nleave\npencil case, -s\npencil sharpener, -s\nruler, -s\nstay\ntake\nturn on/off"},{"content":"3. Hafta|15-21 Eylül|Listening\nE4.1.L1. Students will be able to understand short and clear utterances about requests. \nE4.1.L2. Students will be able to understand short and clear utterances about permission. \nE4.1.L3. Students will be able to recognize simple classroom instructions.\nE4.1.L4. Students will be able to recognize numbers from one to fifty.\n\nSpeaking\nE4.1.S1. Students will be able to interact with their classmates through asking for and giving permission in short utterances.\nE4.1.S2. Students will be able to make requests by using simple utterances.\nE4.1.S3. Students will be able to give and respond to simple instructions verbally.\nE4.1.S4. Students will be able to count up to fifty.","unit":"1- Classroom Rules","subject":"Contexts\nCaptions\nCartoons\nConversations\nIllustrations\nInstructions\nLists\nNotes and Messages\nPosters\nSigns\nSongs\nVideos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nGames\nMaking Puppets\nMa","description":"Asking for permission\nCan/May I come in/go out?\n— Yes, you can.\n— Sure/Of course.\n— Sorry, not right now. \n\nMaking simple requests\nGive me the book, please.\n— Sure/Of course.\n— Here you are.\n— Say that again, please.\n\nTelling someone what to do\nBe quiet, please.\nClean/Look at the board, please.\nGo back your place, please.\nOpen the window, please.\nOpen/close the door, please.\nPlease come in.\nThe pencil, please.\nNaming numbers\nNumbers from 1 to 50.\n\neraser,-s\njoin\nleave\npencil case, -s\npencil sharpener, -s\nruler, -s\nstay\ntake\nturn on/off"},{"content":"4. Hafta|22-28 Eylül|Listening\nE4.1.L1. Students will be able to understand short and clear utterances about requests. \nE4.1.L2. Students will be able to understand short and clear utterances about permission. \nE4.1.L3. Students will be able to recognize simple classroom instructions.\nE4.1.L4. Students will be able to recognize numbers from one to fifty.\n\nSpeaking\nE4.1.S1. Students will be able to interact with their classmates through asking for and giving permission in short utterances.\nE4.1.S2. Students will be able to make requests by using simple utterances.\nE4.1.S3. Students will be able to give and respond to simple instructions verbally.\nE4.1.S4. Students will be able to count up to fifty.","unit":"1- Classroom Rules","subject":"Contexts\nCaptions\nCartoons\nConversations\nIllustrations\nInstructions\nLists\nNotes and Messages\nPosters\nSigns\nSongs\nVideos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nGames\nMaking Puppets\nMa","description":"Asking for permission\nCan/May I come in/go out?\n— Yes, you can.\n— Sure/Of course.\n— Sorry, not right now. \n\nMaking simple requests\nGive me the book, please.\n— Sure/Of course.\n— Here you are.\n— Say that again, please.\n\nTelling someone what to do\nBe quiet, please.\nClean/Look at the board, please.\nGo back your place, please.\nOpen the window, please.\nOpen/close the door, please.\nPlease come in.\nThe pencil, please.\nNaming numbers\nNumbers from 1 to 50.\n\neraser,-s\njoin\nleave\npencil case, -s\npencil sharpener, -s\nruler, -s\nstay\ntake\nturn on/off"},{"content":"1. Hafta|29 Eylül-05 Ekim|Listening\nE4.1.L1. Students will be able to understand short and clear utterances about requests. \nE4.1.L2. Students will be able to understand short and clear utterances about permission. \nE4.1.L3. Students will be able to recognize simple classroom instructions.\nE4.1.L4. Students will be able to recognize numbers from one to fifty.\n\nSpeaking\nE4.1.S1. Students will be able to interact with their classmates through asking for and giving permission in short utterances.\nE4.1.S2. Students will be able to make requests by using simple utterances.\nE4.1.S3. Students will be able to give and respond to simple instructions verbally.\nE4.1.S4. Students will be able to count up to fifty.","unit":"1- Classroom Rules","subject":"Contexts\nCaptions\nCartoons\nConversations\nIllustrations\nInstructions\nLists\nNotes and Messages\nPosters\nSigns\nSongs\nVideos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nGames\nMaking Puppets\nMa","description":"Asking for permission\nCan/May I come in/go out?\n— Yes, you can.\n— Sure/Of course.\n— Sorry, not right now. \n\nMaking simple requests\nGive me the book, please.\n— Sure/Of course.\n— Here you are.\n— Say that again, please.\n\nTelling someone what to do\nBe quiet, please.\nClean/Look at the board, please.\nGo back your place, please.\nOpen the window, please.\nOpen/close the door, please.\nPlease come in.\nThe pencil, please.\nNaming numbers\nNumbers from 1 to 50.\n\neraser,-s\njoin\nleave\npencil case, -s\npencil sharpener, -s\nruler, -s\nstay\ntake\nturn on/off"},{"content":"2. Hafta|06-12 Ekim|Listening\nE4.2.L1. Students will be able to recognize information about other people.\nE4.2.L2. Students will be able to identify different people’s nationalities.\n\nSpeaking\nE4.2.S1. Students will be able to talk about nations and nationalities.\nE4.2.S2. Students will be able to talk about locations of cities.","unit":"2- Nationality","subject":"Contexts\nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nInstructions\nLists\nMaps\nPostcards\nPosters\nRhymes\nSongs\nTables\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nGames\nLabeling\nMaki","description":"Identifying countries and nationalities\n— Maybe.\nIs s/he from Germany?\n — I think so.\nWhere are you from?\n— I am from Turkey.\nWhere is she from?\n— S/he is from Pakistan.\nAre you British?\n — No, I am not.\nIs s/he Russian?\n— Yes, s/he is.\n— No, s/he isn’t.\n— I think so.\n\nTalking about locations of cities\n(Making simple inquiries) \nWhere is Samsun?\n— It’s in the north.\nWhere is Antalya?\n— It’s in the south.\nWhere is Van?\n— It’s in the east.\nWhere is İzmir?\n— It’s in the west.\n\nAmerica/American\nBritain/British\nGermany/German\nIran/Iranian\nIraq/Iraqi\nJapan/Japanese\nPakistan/Pakistani\nRussia/Russian\nTurkey/Turkish\nnorth/south/east/west"},{"content":"3. Hafta|13-19 Ekim|Listening\nE4.2.L1. Students will be able to recognize information about other people.\nE4.2.L2. Students will be able to identify different people’s nationalities.\n\nSpeaking\nE4.2.S1. Students will be able to talk about nations and nationalities.\nE4.2.S2. Students will be able to talk about locations of cities.","unit":"2- Nationality","subject":"Contexts\nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nInstructions\nLists\nMaps\nPostcards\nPosters\nRhymes\nSongs\nTables\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nGames\nLabeling\nMaki","description":"Identifying countries and nationalities\n— Maybe.\nIs s/he from Germany?\n — I think so.\nWhere are you from?\n— I am from Turkey.\nWhere is she from?\n— S/he is from Pakistan.\nAre you British?\n — No, I am not.\nIs s/he Russian?\n— Yes, s/he is.\n— No, s/he isn’t.\n— I think so.\n\nTalking about locations of cities\n(Making simple inquiries) \nWhere is Samsun?\n— It’s in the north.\nWhere is Antalya?\n— It’s in the south.\nWhere is Van?\n— It’s in the east.\nWhere is İzmir?\n— It’s in the west.\n\nAmerica/American\nBritain/British\nGermany/German\nIran/Iranian\nIraq/Iraqi\nJapan/Japanese\nPakistan/Pakistani\nRussia/Russian\nTurkey/Turkish\nnorth/south/east/west"},{"content":"4. Hafta|20-26 Ekim|Listening\nE4.2.L1. Students will be able to recognize information about other people.\nE4.2.L2. Students will be able to identify different people’s nationalities.\n\nSpeaking\nE4.2.S1. Students will be able to talk about nations and nationalities.\nE4.2.S2. Students will be able to talk about locations of cities.","unit":"2- Nationality","subject":"Contexts\nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nInstructions\nLists\nMaps\nPostcards\nPosters\nRhymes\nSongs\nTables\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nGames\nLabeling\nMaki","description":"Identifying countries and nationalities\n— Maybe.\nIs s/he from Germany?\n — I think so.\nWhere are you from?\n— I am from Turkey.\nWhere is she from?\n— S/he is from Pakistan.\nAre you British?\n — No, I am not.\nIs s/he Russian?\n— Yes, s/he is.\n— No, s/he isn’t.\n— I think so.\n\nTalking about locations of cities\n(Making simple inquiries) \nWhere is Samsun?\n— It’s in the north.\nWhere is Antalya?\n— It’s in the south.\nWhere is Van?\n— It’s in the east.\nWhere is İzmir?\n— It’s in the west.\n\nAmerica/American\nBritain/British\nGermany/German\nIran/Iranian\nIraq/Iraqi\nJapan/Japanese\nPakistan/Pakistani\nRussia/Russian\nTurkey/Turkish\nnorth/south/east/west"},{"content":"5. Hafta|27 Ekim-02 Kasım|Listening\nE4.2.L1. Students will be able to recognize information about other people.\nE4.2.L2. Students will be able to identify different people’s nationalities.\n\nSpeaking\nE4.2.S1. Students will be able to talk about nations and nationalities.\nE4.2.S2. Students will be able to talk about locations of cities.","unit":"2- Nationality","subject":"Contexts\nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nInstructions\nLists\nMaps\nPostcards\nPosters\nRhymes\nSongs\nTables\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nGames\nLabeling\nMaki","description":"Identifying countries and nationalities\n— Maybe.\nIs s/he from Germany?\n — I think so.\nWhere are you from?\n— I am from Turkey.\nWhere is she from?\n— S/he is from Pakistan.\nAre you British?\n — No, I am not.\nIs s/he Russian?\n— Yes, s/he is.\n— No, s/he isn’t.\n— I think so.\n\nTalking about locations of cities\n(Making simple inquiries) \nWhere is Samsun?\n— It’s in the north.\nWhere is Antalya?\n— It’s in the south.\nWhere is Van?\n— It’s in the east.\nWhere is İzmir?\n— It’s in the west.\n\nAmerica/American\nBritain/British\nGermany/German\nIran/Iranian\nIraq/Iraqi\nJapan/Japanese\nPakistan/Pakistani\nRussia/Russian\nTurkey/Turkish\nnorth/south/east/west"},{"content":"1. Hafta|03-09 Kasım|Listening\nE4.3.L1. Students will be able to get the main idea of a simple oral text about the abilities of the self and others.\nE4.3.L2. Students will be able to recognize\npossessions of others in a clear, short and slow oral text.\n\nSpeaking\nE4.3.S1. Students will be able to talk about their\nown and others’ possessions.\nE4.3.S2. Students will be able to deliver a simple, brief speech about abilities with an initial preparation.","unit":"3- Cartoon Characters","subject":"Contexts \nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nNotices\nPosters\nProbes/Realia\nRhymes\nSongs\nStories\nTables\nVideos\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nGames\nMatching\nM","description":"Expressing ability and inability\nCan you play the piano?\nCan s/he jump?\n—Yes, s/he can./No, s/he can’t.\nCan you speak English?\n—Yes, I can.\nS/he can ride a bike, but I cannot/can’t.\nS/he can swim.\nI can read books in English.\nMy hero can/can’t ...\nYour cartoon character can/can’t ...\n\nTalking about possessions \n(Making simple inquiries)\nThis is her/his/my/your guitar. \nThese are his/her/my/your books.\nIs this his/her/my/your …? \nAre these his/her/my/your …? \nWhose bike is this? \nThis is my/his/Ahmet’s bike.\n\ncatch\nclimb a tree\ndive\ndo puzzles\ndrive\njump\nfly\nplay ...\n... the guitar/the piano, etc.\nride a horse\nspeak\ntake pictures"},{"content":"2. Hafta|10-16 Kasım|        ARA TATİL","unit":"","subject":"","description":""},{"content":"3. Hafta|17-23 Kasım|Listening\nE4.3.L1. Students will be able to get the main idea of a simple oral text about the abilities of the self and others.\nE4.3.L2. Students will be able to recognize\npossessions of others in a clear, short and slow oral text.\n\nSpeaking\nE4.3.S1. Students will be able to talk about their\nown and others’ possessions.\nE4.3.S2. Students will be able to deliver a simple, brief speech about abilities with an initial preparation.","unit":"3- Cartoon Characters","subject":"Contexts \nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nNotices\nPosters\nProbes/Realia\nRhymes\nSongs\nStories\nTables\nVideos\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nGames\nMatching\nM","description":"Expressing ability and inability\nCan you play the piano?\nCan s/he jump?\n—Yes, s/he can./No, s/he can’t.\nCan you speak English?\n—Yes, I can.\nS/he can ride a bike, but I cannot/can’t.\nS/he can swim.\nI can read books in English.\nMy hero can/can’t ...\nYour cartoon character can/can’t ...\n\nTalking about possessions \n(Making simple inquiries)\nThis is her/his/my/your guitar. \nThese are his/her/my/your books.\nIs this his/her/my/your …? \nAre these his/her/my/your …? \nWhose bike is this? \nThis is my/his/Ahmet’s bike.\n\ncatch\nclimb a tree\ndive\ndo puzzles\ndrive\njump\nfly\nplay ...\n... the guitar/the piano, etc.\nride a horse\nspeak\ntake pictures"},{"content":"4. Hafta|24-30 Kasım|Listening\nE4.3.L1. Students will be able to get the main idea of a simple oral text about the abilities of the self and others.\nE4.3.L2. Students will be able to recognize\npossessions of others in a clear, short and slow oral text.\n\nSpeaking\nE4.3.S1. Students will be able to talk about their\nown and others’ possessions.\nE4.3.S2. Students will be able to deliver a simple, brief speech about abilities with an initial preparation.","unit":"3- Cartoon Characters","subject":"Contexts \nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nNotices\nPosters\nProbes/Realia\nRhymes\nSongs\nStories\nTables\nVideos\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nGames\nMatching\nM","description":"Expressing ability and inability\nCan you play the piano?\nCan s/he jump?\n—Yes, s/he can./No, s/he can’t.\nCan you speak English?\n—Yes, I can.\nS/he can ride a bike, but I cannot/can’t.\nS/he can swim.\nI can read books in English.\nMy hero can/can’t ...\nYour cartoon character can/can’t ...\n\nTalking about possessions \n(Making simple inquiries)\nThis is her/his/my/your guitar. \nThese are his/her/my/your books.\nIs this his/her/my/your …? \nAre these his/her/my/your …? \nWhose bike is this? \nThis is my/his/Ahmet’s bike.\n\ncatch\nclimb a tree\ndive\ndo puzzles\ndrive\njump\nfly\nplay ...\n... the guitar/the piano, etc.\nride a horse\nspeak\ntake pictures"},{"content":"1. Hafta|01-07 Aralık|Listening\nE4.4.L1. Students will be able to understand the\ngeneral information in an oral text about likes and\ndislikes.\n\nSpeaking\nE4.4.S1. Students will be able to talk about their likes and dislikes.\nE4.4.S2. Students will be able to engage in simple\nconversations about likes and dislikes. \nE4.4.S3. Students will be able to ask for clarification in conversations.","unit":"4- Free Time","subject":"Contexts\nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nNotices\nPosters\nRhymes\nSongs\nStories\nTables\nVideos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nGames\nLabeling\nMaking Puppet\nM","description":"Expressing likes and dislikes\nI like reading/swimming.\nI dislike playing chess/ singing.\n\nMaking simple inquiries\nDo you like dancing?\n— Yes, I do.\nDo you like watching cartoons?\n— No, I don’t.\n\nAsking for clarification\nCan you say that again, please? \nPardon me?\nSay that again, please. \nSlowly, please.\n\ncoloring book, -s\ndrawing\nflying a kite\nplaying ...\n... with marbles\n... chess\n... table tennis\n…football\nreading comics\nriding a bike\nwatching cartoons\nswimming\nlearning English"},{"content":"2. Hafta|08-14 Aralık|Listening\nE4.4.L1. Students will be able to understand the\ngeneral information in an oral text about likes and\ndislikes.\n\nSpeaking\nE4.4.S1. Students will be able to talk about their likes and dislikes.\nE4.4.S2. Students will be able to engage in simple\nconversations about likes and dislikes. \nE4.4.S3. Students will be able to ask for clarification in conversations.","unit":"4- Free Time","subject":"Contexts\nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nNotices\nPosters\nRhymes\nSongs\nStories\nTables\nVideos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nGames\nLabeling\nMaking Puppet\nM","description":"Expressing likes and dislikes\nI like reading/swimming.\nI dislike playing chess/ singing.\n\nMaking simple inquiries\nDo you like dancing?\n— Yes, I do.\nDo you like watching cartoons?\n— No, I don’t.\n\nAsking for clarification\nCan you say that again, please? \nPardon me?\nSay that again, please. \nSlowly, please.\n\ncoloring book, -s\ndrawing\nflying a kite\nplaying ...\n... with marbles\n... chess\n... table tennis\n…football\nreading comics\nriding a bike\nwatching cartoons\nswimming\nlearning English"},{"content":"3. Hafta|15-21 Aralık|Listening\nE4.4.L1. Students will be able to understand the\ngeneral information in an oral text about likes and\ndislikes.\n\nSpeaking\nE4.4.S1. Students will be able to talk about their likes and dislikes.\nE4.4.S2. Students will be able to engage in simple\nconversations about likes and dislikes. \nE4.4.S3. Students will be able to ask for clarification in conversations.","unit":"4- Free Time","subject":"Contexts\nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nNotices\nPosters\nRhymes\nSongs\nStories\nTables\nVideos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nGames\nLabeling\nMaking Puppet\nM","description":"Expressing likes and dislikes\nI like reading/swimming.\nI dislike playing chess/ singing.\n\nMaking simple inquiries\nDo you like dancing?\n— Yes, I do.\nDo you like watching cartoons?\n— No, I don’t.\n\nAsking for clarification\nCan you say that again, please? \nPardon me?\nSay that again, please. \nSlowly, please.\n\ncoloring book, -s\ndrawing\nflying a kite\nplaying ...\n... with marbles\n... chess\n... table tennis\n…football\nreading comics\nriding a bike\nwatching cartoons\nswimming\nlearning English"},{"content":"4. Hafta|22-28 Aralık|Listening\nE4.4.L1. Students will be able to understand the\ngeneral information in an oral text about likes and\ndislikes.\n\nSpeaking\nE4.4.S1. Students will be able to talk about their likes and dislikes.\nE4.4.S2. Students will be able to engage in simple\nconversations about likes and dislikes. \nE4.4.S3. Students will be able to ask for clarification in conversations.","unit":"4- Free Time","subject":"Contexts\nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nNotices\nPosters\nRhymes\nSongs\nStories\nTables\nVideos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nGames\nLabeling\nMaking Puppet\nM","description":"Expressing likes and dislikes\nI like reading/swimming.\nI dislike playing chess/ singing.\n\nMaking simple inquiries\nDo you like dancing?\n— Yes, I do.\nDo you like watching cartoons?\n— No, I don’t.\n\nAsking for clarification\nCan you say that again, please? \nPardon me?\nSay that again, please. \nSlowly, please.\n\ncoloring book, -s\ndrawing\nflying a kite\nplaying ...\n... with marbles\n... chess\n... table tennis\n…football\nreading comics\nriding a bike\nwatching cartoons\nswimming\nlearning English"},{"content":"1. Hafta|29 Aralık-04 Ocak|Listening\nE4.5.L1. Students will be able to understand the general and specific information in a short, oral text about daily routines.\nE4.5.L2. Students will be able to recognize the time in a short oral text.\n\nSpeaking\nE4.5.S1. Students will be able to talk about their daily routines.\nE4.5.S2. Students will be able to talk about the time.","unit":"5- My Day","subject":"Contexts\nAdvertisements\nCaptions\nCartoons\nCharts\nConversations\nFairy tales\nIllustrations\nLists\nNotes and Messages\nPoems\nPostcards\nPosters\nProbes/Realia\nRhymes Songs\nTables\nVideos\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulatio","description":"Talking about daily routines\nI wake up in the morning.\nI have breakfast with my mother and brother on Sundays.\nI meet my friends at school.\nI go to the playground in the afternoon.\nI go shopping with my mom on Saturdays.\nI do my homework. \nI go to bed at night.\n\nMaking simple inquiries\nWhat do you do at noon?\n—I have lunch at school.\nWhat do you do in the afternoon?\n—I watch TV at home.\n\nTelling the time and days\nWhat time is it? \ndays of the week \nat noon/night\nin the morning/afternoon\n—It’s 7 o’clock/12 o’clock/3 o’clock.\n\ndo homework\nget dressed\ngo ...\n... shopping\n... to the playground\n... to bed\n… to school\nhave ...\n... a shower\n... breakfast/lunch/dinner\nmeet friends\nwake up\nwash"},{"content":"2. Hafta|05-11 Ocak|Listening\nE4.5.L1. Students will be able to understand the general and specific information in a short, oral text about daily routines.\nE4.5.L2. Students will be able to recognize the time in a short oral text.\n\nSpeaking\nE4.5.S1. Students will be able to talk about their daily routines.\nE4.5.S2. Students will be able to talk about the time.","unit":"5- My Day","subject":"Contexts\nAdvertisements\nCaptions\nCartoons\nCharts\nConversations\nFairy tales\nIllustrations\nLists\nNotes and Messages\nPoems\nPostcards\nPosters\nProbes/Realia\nRhymes Songs\nTables\nVideos\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulatio","description":"Talking about daily routines\nI wake up in the morning.\nI have breakfast with my mother and brother on Sundays.\nI meet my friends at school.\nI go to the playground in the afternoon.\nI go shopping with my mom on Saturdays.\nI do my homework. \nI go to bed at night.\n\nMaking simple inquiries\nWhat do you do at noon?\n—I have lunch at school.\nWhat do you do in the afternoon?\n—I watch TV at home.\n\nTelling the time and days\nWhat time is it? \ndays of the week \nat noon/night\nin the morning/afternoon\n—It’s 7 o’clock/12 o’clock/3 o’clock.\n\ndo homework\nget dressed\ngo ...\n... shopping\n... to the playground\n... to bed\n… to school\nhave ...\n... a shower\n... breakfast/lunch/dinner\nmeet friends\nwake up\nwash"},{"content":"3. Hafta|12-18 Ocak|Listening\nE4.5.L1. Students will be able to understand the general and specific information in a short, oral text about daily routines.\nE4.5.L2. Students will be able to recognize the time in a short oral text.\n\nSpeaking\nE4.5.S1. Students will be able to talk about their daily routines.\nE4.5.S2. Students will be able to talk about the time.","unit":"5- My Day","subject":"Contexts\nAdvertisements\nCaptions\nCartoons\nCharts\nConversations\nFairy tales\nIllustrations\nLists\nNotes and Messages\nPoems\nPostcards\nPosters\nProbes/Realia\nRhymes Songs\nTables\nVideos\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulatio","description":"Talking about daily routines\nI wake up in the morning.\nI have breakfast with my mother and brother on Sundays.\nI meet my friends at school.\nI go to the playground in the afternoon.\nI go shopping with my mom on Saturdays.\nI do my homework. \nI go to bed at night.\n\nMaking simple inquiries\nWhat do you do at noon?\n—I have lunch at school.\nWhat do you do in the afternoon?\n—I watch TV at home.\n\nTelling the time and days\nWhat time is it? \ndays of the week \nat noon/night\nin the morning/afternoon\n—It’s 7 o’clock/12 o’clock/3 o’clock.\n\ndo homework\nget dressed\ngo ...\n... shopping\n... to the playground\n... to bed\n… to school\nhave ...\n... a shower\n... breakfast/lunch/dinner\nmeet friends\nwake up\nwash"},{"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\nE4.6.L1. Students will be able to understand and follow simple instructions.\nE4.6.L2. Students will be able to recognize\nphrases/descriptions about locations.\n\nSpeaking\nE4.6.S1. Students will be able to give short and basic instructions.\nE4.6.S2. Students will be able to talk about\nlocations of objects.\nE4.6.S3. Students will be able to ask and answer\nsimple clarification questions.","unit":"6- Fun with Science","subject":"Contexts \nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nInstructions\nLists\nPoems\nPosters\nProbes/Realia\nRhymes\nSongs\nTables\nVideos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nGames","description":"Giving and responding to simpleinstructions\nPlant it.\nWater it.\nCut the paper. \nDon’t cut it now! \nFold it.\nMix black and white, and you get gray.\n\nMaking simple inquiries \nWhat is “science” in Turkish? \nWhat is “cover”?\nWhat is in the cup?\n\n\nTalking about locations\nWhere is the brush?\n—It’s in front of the bottle.\n—Behind the box.\n—Near that glass.\n\nbox, -es\nbrush, -es cover, -s\ncup, -s\ncut,\nexperiment, -s\nfold\nfreeze\nmelt\nmix\nplant,\nscience\nscientist, -s\nshake\nwater"},{"content":"2. Hafta|09-15 Şubat|                 Listening\nE4.6.L1. Students will be able to understand and follow simple instructions.\nE4.6.L2. Students will be able to recognize\nphrases/descriptions about locations.\n\nSpeaking\nE4.6.S1. Students will be able to give short and basic instructions.\nE4.6.S2. Students will be able to talk about\nlocations of objects.\nE4.6.S3. Students will be able to ask and answer\nsimple clarification questions.","unit":"6- Fun with Science","subject":"Contexts \nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nInstructions\nLists\nPoems\nPosters\nProbes/Realia\nRhymes\nSongs\nTables\nVideos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nGames","description":"Giving and responding to simpleinstructions\nPlant it.\nWater it.\nCut the paper. \nDon’t cut it now! \nFold it.\nMix black and white, and you get gray.\n\nMaking simple inquiries \nWhat is “science” in Turkish? \nWhat is “cover”?\nWhat is in the cup?\n\n\nTalking about locations\nWhere is the brush?\n—It’s in front of the bottle.\n—Behind the box.\n—Near that glass.\n\nbox, -es\nbrush, -es cover, -s\ncup, -s\ncut,\nexperiment, -s\nfold\nfreeze\nmelt\nmix\nplant,\nscience\nscientist, -s\nshake\nwater"},{"content":"3. Hafta|16-22 Şubat|                 Listening\nE4.6.L1. Students will be able to understand and follow simple instructions.\nE4.6.L2. Students will be able to recognize\nphrases/descriptions about locations.\n\nSpeaking\nE4.6.S1. Students will be able to give short and basic instructions.\nE4.6.S2. Students will be able to talk about\nlocations of objects.\nE4.6.S3. Students will be able to ask and answer\nsimple clarification questions.","unit":"6- Fun with Science","subject":"Contexts \nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nInstructions\nLists\nPoems\nPosters\nProbes/Realia\nRhymes\nSongs\nTables\nVideos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nGames","description":"Giving and responding to simpleinstructions\nPlant it.\nWater it.\nCut the paper. \nDon’t cut it now! \nFold it.\nMix black and white, and you get gray.\n\nMaking simple inquiries \nWhat is “science” in Turkish? \nWhat is “cover”?\nWhat is in the cup?\n\n\nTalking about locations\nWhere is the brush?\n—It’s in front of the bottle.\n—Behind the box.\n—Near that glass.\n\nbox, -es\nbrush, -es cover, -s\ncup, -s\ncut,\nexperiment, -s\nfold\nfreeze\nmelt\nmix\nplant,\nscience\nscientist, -s\nshake\nwater"},{"content":"4. Hafta|23 Şubat-01 Mart|                 Listening\nE4.6.L1. Students will be able to understand and follow simple instructions.\nE4.6.L2. Students will be able to recognize\nphrases/descriptions about locations.\n\nSpeaking\nE4.6.S1. Students will be able to give short and basic instructions.\nE4.6.S2. Students will be able to talk about\nlocations of objects.\nE4.6.S3. Students will be able to ask and answer\nsimple clarification questions.","unit":"6- Fun with Science","subject":"Contexts \nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nInstructions\nLists\nPoems\nPosters\nProbes/Realia\nRhymes\nSongs\nTables\nVideos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nGames","description":"Giving and responding to simpleinstructions\nPlant it.\nWater it.\nCut the paper. \nDon’t cut it now! \nFold it.\nMix black and white, and you get gray.\n\nMaking simple inquiries \nWhat is “science” in Turkish? \nWhat is “cover”?\nWhat is in the cup?\n\n\nTalking about locations\nWhere is the brush?\n—It’s in front of the bottle.\n—Behind the box.\n—Near that glass.\n\nbox, -es\nbrush, -es cover, -s\ncup, -s\ncut,\nexperiment, -s\nfold\nfreeze\nmelt\nmix\nplant,\nscience\nscientist, -s\nshake\nwater"},{"content":"1. Hafta|02-08 Mart|                 Listening\nE4.7.L1. Students will be able to identify other\npeople’s jobs and likes in a short, simple oral\ntext.\n\nSpeaking\nE4.7.S1. Students will be able to talk about other\npeople’s jobs and likes in simple conversations.","unit":"7- Jobs","subject":"Contexts\nAdvertisements\nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nLists\nPodcasts\nPosters\nProbes/Realia\nRhymes\nSongs\nStories\nVideos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nG","description":"Describing what people do and expressing what people like\nWhat is your job?\n—I’m a doctor. I work at a hospital.\n—I’m a farmer. I like animals and I work on a farm.\nWhat does s/he do? What does s/he like?\n—She’s a teacher, and she likes teaching children.\nMaking inquiries\nWhere does s/he work?\n—at the post office.\n—at the police station.\n\nactor, -s /actress, -es\nbusinessman, -men\nchef, -s\ndancer, -s\ndoctor, -s\nfarmer, -s\nfireman, -men\nnurse, -s\npilot, -s\npoliceman, -men\npolicewoman, -women\nsinger, -s\nteacher, -s\nvet, -s\nwaiter, -s\nwriter, -s"},{"content":"2. Hafta|09-15 Mart|                 Listening\nE4.7.L1. Students will be able to identify other\npeople’s jobs and likes in a short, simple oral\ntext.\n\nSpeaking\nE4.7.S1. Students will be able to talk about other\npeople’s jobs and likes in simple conversations.","unit":"7- Jobs","subject":"Contexts\nAdvertisements\nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nLists\nPodcasts\nPosters\nProbes/Realia\nRhymes\nSongs\nStories\nVideos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nG","description":"Describing what people do and expressing what people like\nWhat is your job?\n—I’m a doctor. I work at a hospital.\n—I’m a farmer. I like animals and I work on a farm.\nWhat does s/he do? What does s/he like?\n—She’s a teacher, and she likes teaching children.\nMaking inquiries\nWhere does s/he work?\n—at the post office.\n—at the police station.\n\nactor, -s /actress, -es\nbusinessman, -men\nchef, -s\ndancer, -s\ndoctor, -s\nfarmer, -s\nfireman, -men\nnurse, -s\npilot, -s\npoliceman, -men\npolicewoman, -women\nsinger, -s\nteacher, -s\nvet, -s\nwaiter, -s\nwriter, -s"},{"content":"3. Hafta|16-22 Mart|                 ARA TATİL","unit":"","subject":"","description":""},{"content":"4. Hafta|23-29 Mart|                 Listening\nE4.7.L1. Students will be able to identify other\npeople’s jobs and likes in a short, simple oral\ntext.\n\nSpeaking\nE4.7.S1. Students will be able to talk about other\npeople’s jobs and likes in simple conversations.","unit":"7- Jobs","subject":"Contexts\nAdvertisements\nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nLists\nPodcasts\nPosters\nProbes/Realia\nRhymes\nSongs\nStories\nVideos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Coloring\nG","description":"Describing what people do and expressing what people like\nWhat is your job?\n—I’m a doctor. I work at a hospital.\n—I’m a farmer. I like animals and I work on a farm.\nWhat does s/he do? What does s/he like?\n—She’s a teacher, and she likes teaching children.\nMaking inquiries\nWhere does s/he work?\n—at the post office.\n—at the police station.\n\nactor, -s /actress, -es\nbusinessman, -men\nchef, -s\ndancer, -s\ndoctor, -s\nfarmer, -s\nfireman, -men\nnurse, -s\npilot, -s\npoliceman, -men\npolicewoman, -women\nsinger, -s\nteacher, -s\nvet, -s\nwaiter, -s\nwriter, -s"},{"content":"1. Hafta|30 Mart-05 Nisan|                 Listening\nE4.8.L1. Students will be able to understand short oral texts about weather conditions and clothing.\nE4.8.L2. Students will be able to recognize the names of the seasons and clothes in short oral texts.\n\nSpeaking\nE4.8.S1. Students will be able to describe the weather conditions.\nE4.8.S2. Students will be able to name the seasons.\nE4.8.S3. Students will be able to ask and answer simple questions about weather conditions and clothing items in simple conversations.\nE4.8.S4. Students will be able to make simple request about borrowing.","unit":"8- My Clothes","subject":"Contexts\nAdvertisements / Captions\nCartoons / Charts\nConversations / Illustrations\nLists / Notes and Messages\nPoems / Postcards\nPosters / Rhymes\nSigns / Songs\nStories / Tables / Videos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Si","description":"Describing the weather (Expressing basic needs)\nWhat’s the weather like?\n—It’s rainy today. I need my umbrella.\n—It’s windy. Put on/wear your coat. \nWhat’s the weather like in Ankara in winter?\n—It’s cold and snowy. Put on/wear your gloves.\n\nMaking simple requests\nCan I borrow your umbrella?\n—Here you are.\n—No. Sorry, it’s broken.\n\nNaming the seasons of the year\nIt is …\nautumn/fall\nspring \nsummer\nwinter\nboot, -s\ndress, -es\nglove, -s\nhat, -s\njeans\nshoe, -s\nskirt, -s\nsock, -s\nsunglasses\ntrousers\nborrow\nput on\nwear"},{"content":"2. Hafta|06-12 Nisan|                 Listening\nE4.8.L1. Students will be able to understand short oral texts about weather conditions and clothing.\nE4.8.L2. Students will be able to recognize the names of the seasons and clothes in short oral texts.\n\nSpeaking\nE4.8.S1. Students will be able to describe the weather conditions.\nE4.8.S2. Students will be able to name the seasons.\nE4.8.S3. Students will be able to ask and answer simple questions about weather conditions and clothing items in simple conversations.\nE4.8.S4. Students will be able to make simple request about borrowing.","unit":"8- My Clothes","subject":"Contexts\nAdvertisements / Captions\nCartoons / Charts\nConversations / Illustrations\nLists / Notes and Messages\nPoems / Postcards\nPosters / Rhymes\nSigns / Songs\nStories / Tables / Videos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Si","description":"Describing the weather (Expressing basic needs)\nWhat’s the weather like?\n—It’s rainy today. I need my umbrella.\n—It’s windy. Put on/wear your coat. \nWhat’s the weather like in Ankara in winter?\n—It’s cold and snowy. Put on/wear your gloves.\n\nMaking simple requests\nCan I borrow your umbrella?\n—Here you are.\n—No. Sorry, it’s broken.\n\nNaming the seasons of the year\nIt is …\nautumn/fall\nspring \nsummer\nwinter\nboot, -s\ndress, -es\nglove, -s\nhat, -s\njeans\nshoe, -s\nskirt, -s\nsock, -s\nsunglasses\ntrousers\nborrow\nput on\nwear"},{"content":"3. Hafta|13-19 Nisan|                 Listening\nE4.8.L1. Students will be able to understand short oral texts about weather conditions and clothing.\nE4.8.L2. Students will be able to recognize the names of the seasons and clothes in short oral texts.\n\nSpeaking\nE4.8.S1. Students will be able to describe the weather conditions.\nE4.8.S2. Students will be able to name the seasons.\nE4.8.S3. Students will be able to ask and answer simple questions about weather conditions and clothing items in simple conversations.\nE4.8.S4. Students will be able to make simple request about borrowing.","unit":"8- My Clothes","subject":"Contexts\nAdvertisements / Captions\nCartoons / Charts\nConversations / Illustrations\nLists / Notes and Messages\nPoems / Postcards\nPosters / Rhymes\nSigns / Songs\nStories / Tables / Videos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Si","description":"Describing the weather (Expressing basic needs)\nWhat’s the weather like?\n—It’s rainy today. I need my umbrella.\n—It’s windy. Put on/wear your coat. \nWhat’s the weather like in Ankara in winter?\n—It’s cold and snowy. Put on/wear your gloves.\n\nMaking simple requests\nCan I borrow your umbrella?\n—Here you are.\n—No. Sorry, it’s broken.\n\nNaming the seasons of the year\nIt is …\nautumn/fall\nspring \nsummer\nwinter\nboot, -s\ndress, -es\nglove, -s\nhat, -s\njeans\nshoe, -s\nskirt, -s\nsock, -s\nsunglasses\ntrousers\nborrow\nput on\nwear"},{"content":"4. Hafta|20-26 Nisan|                 Listening\nE4.8.L1. Students will be able to understand short oral texts about weather conditions and clothing.\nE4.8.L2. Students will be able to recognize the names of the seasons and clothes in short oral texts.\n\nSpeaking\nE4.8.S1. Students will be able to describe the weather conditions.\nE4.8.S2. Students will be able to name the seasons.\nE4.8.S3. Students will be able to ask and answer simple questions about weather conditions and clothing items in simple conversations.\nE4.8.S4. Students will be able to make simple request about borrowing.","unit":"8- My Clothes","subject":"Contexts\nAdvertisements / Captions\nCartoons / Charts\nConversations / Illustrations\nLists / Notes and Messages\nPoems / Postcards\nPosters / Rhymes\nSigns / Songs\nStories / Tables / Videos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Si","description":"Describing the weather (Expressing basic needs)\nWhat’s the weather like?\n—It’s rainy today. I need my umbrella.\n—It’s windy. Put on/wear your coat. \nWhat’s the weather like in Ankara in winter?\n—It’s cold and snowy. Put on/wear your gloves.\n\nMaking simple requests\nCan I borrow your umbrella?\n—Here you are.\n—No. Sorry, it’s broken.\n\nNaming the seasons of the year\nIt is …\nautumn/fall\nspring \nsummer\nwinter\nboot, -s\ndress, -es\nglove, -s\nhat, -s\njeans\nshoe, -s\nskirt, -s\nsock, -s\nsunglasses\ntrousers\nborrow\nput on\nwear"},{"content":"5. Hafta|27 Nisan-03 Mayıs|                 Listening\nE4.9.L1. Students will be able to understand the main point in short, clear, simple messages and announcements (e.g., describing people and their features).\nE4.9.L2. Students will be able to understand short oral texts about possessions.\n\nSpeaking\nE4.9.S1. Students will be able to describe their friends and other people (family members, teachers, etc.).\nE4.9.S2. Students will be able to ask and answer questions about other people’s physical characteristics.\nE4.9.S3. Students will be able to talk about possessions.","unit":"9- My Friends","subject":"Contexts\nAdvertisements\nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nLists\nPoems\nPosters\nProbes/Realia\nRhymes\nSongs\nStories\nTables\nVideos\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Colorin","description":"Describing people (Making simple inquiries)\nDoes s/he have blonde hair?\nWhat does s/he look like?\nShe is tall and slim.\nHe is young and thin.\nHe has dark hair.\nShe is short and has a blue headscarf.\n\nTalking about possessions\nI have brown hair.\nS/he has brown eyes.\nHe has curly hair and a moustache.\nMy/your hair is short.\nHer/his legs are very long.\n\n\nbald\nbeard\nbeautiful\nblonde\ncurly/dark/straight/wavy/short/long hair handsome\nheadscarf\nmoustache\nshort/tall\nslim\nthin \nyoung/middle aged/old"},{"content":"1. Hafta|04-10 Mayıs|                 Listening\nE4.9.L1. Students will be able to understand the main point in short, clear, simple messages and announcements (e.g., describing people and their features).\nE4.9.L2. Students will be able to understand short oral texts about possessions.\n\nSpeaking\nE4.9.S1. Students will be able to describe their friends and other people (family members, teachers, etc.).\nE4.9.S2. Students will be able to ask and answer questions about other people’s physical characteristics.\nE4.9.S3. Students will be able to talk about possessions.","unit":"9- My Friends","subject":"Contexts\nAdvertisements\nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nLists\nPoems\nPosters\nProbes/Realia\nRhymes\nSongs\nStories\nTables\nVideos\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Colorin","description":"Describing people (Making simple inquiries)\nDoes s/he have blonde hair?\nWhat does s/he look like?\nShe is tall and slim.\nHe is young and thin.\nHe has dark hair.\nShe is short and has a blue headscarf.\n\nTalking about possessions\nI have brown hair.\nS/he has brown eyes.\nHe has curly hair and a moustache.\nMy/your hair is short.\nHer/his legs are very long.\n\n\nbald\nbeard\nbeautiful\nblonde\ncurly/dark/straight/wavy/short/long hair handsome\nheadscarf\nmoustache\nshort/tall\nslim\nthin \nyoung/middle aged/old"},{"content":"2. Hafta|11-17 Mayıs|                 Listening\nE4.9.L1. Students will be able to understand the main point in short, clear, simple messages and announcements (e.g., describing people and their features).\nE4.9.L2. Students will be able to understand short oral texts about possessions.\n\nSpeaking\nE4.9.S1. Students will be able to describe their friends and other people (family members, teachers, etc.).\nE4.9.S2. Students will be able to ask and answer questions about other people’s physical characteristics.\nE4.9.S3. Students will be able to talk about possessions.","unit":"9- My Friends","subject":"Contexts\nAdvertisements\nCaptions\nCartoons\nCharts\nConversations\nIllustrations\nLists\nPoems\nPosters\nProbes/Realia\nRhymes\nSongs\nStories\nTables\nVideos\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomime)\nDrawing and Colorin","description":"Describing people (Making simple inquiries)\nDoes s/he have blonde hair?\nWhat does s/he look like?\nShe is tall and slim.\nHe is young and thin.\nHe has dark hair.\nShe is short and has a blue headscarf.\n\nTalking about possessions\nI have brown hair.\nS/he has brown eyes.\nHe has curly hair and a moustache.\nMy/your hair is short.\nHer/his legs are very long.\n\n\nbald\nbeard\nbeautiful\nblonde\ncurly/dark/straight/wavy/short/long hair handsome\nheadscarf\nmoustache\nshort/tall\nslim\nthin \nyoung/middle aged/old"},{"content":"3. Hafta|18-24 Mayıs|                 Listening\nE4.10.L1. Students will be able to recognize simple words and phrases about food and drinks.\nE4.10.L2. Students will be able to understand the offers about their basic needs.\nE4.10.L3. Students will be able to identify others’ needs and feelings in simple oral texts.\nSpeaking\nE4.10.S1. Students will be able to talk about their basic needs and feelings.\nE4.10.S2. Students will be able to express others’ feelings and their needs.","unit":"10- Food and Drinks","subject":"Contexts\nAdvertisements / Captions\nCartoons / Conversations\nCoupons / Illustrations\nLists / Menus\nPosters\nProbes/Realia\nRhymes / Signs\nSongs / Stories\nTables / Videos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomim","description":"Making offers\nDo you want a sandwich? \nWant a sandwich?\nWould you like a sandwich?\n—No, thanks. I’m full.\n—Yes, please.\nWhat/How about an apple?\n—Not now, thanks.\n—No, thanks, maybe later.\n\nExpressing basic needs and feelings \n(Making simple inquiries)\nI want some milk, please. Are you hungry?\n—Yes, I am, and I want some ..., please.\n—No, I’m not hungry.\n—Yes, I feel hungry. \nIs s/he thirsty?\n—Yes, s/he is. / No, s/he isn’t.\n\nbread / butter\ncheese / coffee\ncupcake, -s\nfish and chips\nhoney\nlemonade / marmalade\nmilk / olive, -s\npasta / salad\nsoup / tea\nyoghurt\nnow/later"},{"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\nE4.10.L1. Students will be able to recognize simple words and phrases about food and drinks.\nE4.10.L2. Students will be able to understand the offers about their basic needs.\nE4.10.L3. Students will be able to identify others’ needs and feelings in simple oral texts.\nSpeaking\nE4.10.S1. Students will be able to talk about their basic needs and feelings.\nE4.10.S2. Students will be able to express others’ feelings and their needs.","unit":"10- Food and Drinks","subject":"Contexts\nAdvertisements / Captions\nCartoons / Conversations\nCoupons / Illustrations\nLists / Menus\nPosters\nProbes/Realia\nRhymes / Signs\nSongs / Stories\nTables / Videos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomim","description":"Making offers\nDo you want a sandwich? \nWant a sandwich?\nWould you like a sandwich?\n—No, thanks. I’m full.\n—Yes, please.\nWhat/How about an apple?\n—Not now, thanks.\n—No, thanks, maybe later.\n\nExpressing basic needs and feelings \n(Making simple inquiries)\nI want some milk, please. Are you hungry?\n—Yes, I am, and I want some ..., please.\n—No, I’m not hungry.\n—Yes, I feel hungry. \nIs s/he thirsty?\n—Yes, s/he is. / No, s/he isn’t.\n\nbread / butter\ncheese / coffee\ncupcake, -s\nfish and chips\nhoney\nlemonade / marmalade\nmilk / olive, -s\npasta / salad\nsoup / tea\nyoghurt\nnow/later"},{"content":"2. Hafta|08-14 Haziran|                             Listening\nE4.10.L1. Students will be able to recognize simple words and phrases about food and drinks.\nE4.10.L2. Students will be able to understand the offers about their basic needs.\nE4.10.L3. Students will be able to identify others’ needs and feelings in simple oral texts.\nSpeaking\nE4.10.S1. Students will be able to talk about their basic needs and feelings.\nE4.10.S2. Students will be able to express others’ feelings and their needs.","unit":"10- Food and Drinks","subject":"Contexts\nAdvertisements / Captions\nCartoons / Conversations\nCoupons / Illustrations\nLists / Menus\nPosters\nProbes/Realia\nRhymes / Signs\nSongs / Stories\nTables / Videos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomim","description":"Making offers\nDo you want a sandwich? \nWant a sandwich?\nWould you like a sandwich?\n—No, thanks. I’m full.\n—Yes, please.\nWhat/How about an apple?\n—Not now, thanks.\n—No, thanks, maybe later.\n\nExpressing basic needs and feelings \n(Making simple inquiries)\nI want some milk, please. Are you hungry?\n—Yes, I am, and I want some ..., please.\n—No, I’m not hungry.\n—Yes, I feel hungry. \nIs s/he thirsty?\n—Yes, s/he is. / No, s/he isn’t.\n\nbread / butter\ncheese / coffee\ncupcake, -s\nfish and chips\nhoney\nlemonade / marmalade\nmilk / olive, -s\npasta / salad\nsoup / tea\nyoghurt\nnow/later"},{"content":"3. Hafta|15-21 Haziran|                 Listening\nE4.10.L1. Students will be able to recognize simple words and phrases about food and drinks.\nE4.10.L2. Students will be able to understand the offers about their basic needs.\nE4.10.L3. Students will be able to identify others’ needs and feelings in simple oral texts.\nSpeaking\nE4.10.S1. Students will be able to talk about their basic needs and feelings.\nE4.10.S2. Students will be able to express others’ feelings and their needs.","unit":"10- Food and Drinks","subject":"Contexts\nAdvertisements / Captions\nCartoons / Conversations\nCoupons / Illustrations\nLists / Menus\nPosters\nProbes/Realia\nRhymes / Signs\nSongs / Stories\nTables / Videos\n\nTasks/Activities\nArts and Crafts\nChants and Songs\nDrama (Role Play, Simulation, Pantomim","description":"Making offers\nDo you want a sandwich? \nWant a sandwich?\nWould you like a sandwich?\n—No, thanks. I’m full.\n—Yes, please.\nWhat/How about an apple?\n—Not now, thanks.\n—No, thanks, maybe later.\n\nExpressing basic needs and feelings \n(Making simple inquiries)\nI want some milk, please. Are you hungry?\n—Yes, I am, and I want some ..., please.\n—No, I’m not hungry.\n—Yes, I feel hungry. \nIs s/he thirsty?\n—Yes, s/he is. / No, s/he isn’t.\n\nbread / butter\ncheese / coffee\ncupcake, -s\nfish and chips\nhoney\nlemonade / marmalade\nmilk / olive, -s\npasta / salad\nsoup / tea\nyoghurt\nnow/later"},{"content":"4. Hafta|22-28 Haziran|SOCIAL ACTIVITIES","unit":"SOCIAL ACTIVITIES","subject":"SOCIAL ACTIVITIES","description":"SOCIAL ACTIVITIES"}],"grade":4,"lesson_code":"E","subject":"İngilizce","id":"6950f0a7b25c7531f79d55d1"}