{"_id":"6950fdfeb25c7531f79d58d8","outcome_id":"3988","created_at":"2025-12-28T09:53:02.051Z","grade":10,"lesson_code":"E","subject":"İngilizce","updated_at":"2025-12-28T09:53:02.051Z","weeks":[{"content":"2. Hafta|08-14 Eylül|\"Listening \nE10.1.L1. Students will be able to identify expressions related to school/ everyday life and free time activities\nPronunciation\nE10.1.P1. Students will be able to practice intonation in asking and answering questions in daily conversations.\nEg.\nWhat does your father do? (falling intonation)\nAre you thirsty? (rising intonation)\nSpeaking\nE10.1.S1. Students will be able to introduce themselves and others individually/ in pairs or small groups.\nE10.1.S2. Students will be able to exchange personal information\nin both formal and informal situations.\nReading\nE10.1.R1. Students will be able to diagrammatize a text about everyday life into a graphic organizer.\nWriting\nE10.1.W1. Students will be able to describe themselves, their family and their habits in a short descriptive paragraph with the help of cues and/or guiding questions.\"","unit":"THEME 1: SCHOOL LIFE","subject":"\"1. Exchanging personal information in both formal and informal language\n2. Taking part in a conversation in everyday life situations\n\nI go to school every day.\nI usually practise wrestling/archery after school.\nWhere do you live?\nAre you from …?\n-Do you have any sisters or brothers?\n-Yes, I have a sister. / No, I don’t have any sisters or brothers.\n-What does your father do?\n-He is an engineer.\n-How do you come to school?\n-I come to school on foot/ by bus.\n-Which subject do you like most?\n-I like …most.\n-What’s your favorite …?\n-My favorite … is …/ It’s ...\n-Do you like …?\n-Yes, I love it. / I really like it. /No, I hate it.\n-What do you think about ..?\n-I think...\n-In my opinion, …\"","description":"\"Movies\nRealia\nSurveys\nClass Profile Posters\nShort Reading Texts\nInformation Gap Activities\nRoleplays\nMiming and Acting Songs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK\nDISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\nELP Self-Assessment\""},{"content":"3. Hafta|15-21 Eylül|\"Listening \nE10.1.L1. Students will be able to identify expressions related to school/ everyday life and free time activities\nPronunciation\nE10.1.P1. Students will be able to practice intonation in asking and answering questions in daily conversations.\nEg.\nWhat does your father do? (falling intonation)\nAre you thirsty? (rising intonation)\nSpeaking\nE10.1.S1. Students will be able to introduce themselves and others individually/ in pairs or small groups.\nE10.1.S2. Students will be able to exchange personal information\nin both formal and informal situations.\nReading\nE10.1.R1. Students will be able to diagrammatize a text about everyday life into a graphic organizer.\nWriting\nE10.1.W1. Students will be able to describe themselves, their family and their habits in a short descriptive paragraph with the help of cues and/or guiding questions.\"","unit":"THEME 1: SCHOOL LIFE","subject":"\"1. Exchanging personal information in both formal and informal language\n2. Taking part in a conversation in everyday life situations\n\nI go to school every day.\nI usually practise wrestling/archery after school.\nWhere do you live?\nAre you from …?\n-Do you have any sisters or brothers?\n-Yes, I have a sister. / No, I don’t have any sisters or brothers.\n-What does your father do?\n-He is an engineer.\n-How do you come to school?\n-I come to school on foot/ by bus.\n-Which subject do you like most?\n-I like …most.\n-What’s your favorite …?\n-My favorite … is …/ It’s ...\n-Do you like …?\n-Yes, I love it. / I really like it. /No, I hate it.\n-What do you think about ..?\n-I think...\n-In my opinion, …\"","description":"\"Movies\nRealia\nSurveys\nClass Profile Posters\nShort Reading Texts\nInformation Gap Activities\nRoleplays\nMiming and Acting Songs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK\nDISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\nELP Self-Assessment\""},{"content":"4. Hafta|22-28 Eylül|\"Listening \nE10.1.L1. Students will be able to identify expressions related to school/ everyday life and free time activities\nPronunciation\nE10.1.P1. Students will be able to practice intonation in asking and answering questions in daily conversations.\nEg.\nWhat does your father do? (falling intonation)\nAre you thirsty? (rising intonation)\nSpeaking\nE10.1.S1. Students will be able to introduce themselves and others individually/ in pairs or small groups.\nE10.1.S2. Students will be able to exchange personal information\nin both formal and informal situations.\nReading\nE10.1.R1. Students will be able to diagrammatize a text about everyday life into a graphic organizer.\nWriting\nE10.1.W1. Students will be able to describe themselves, their family and their habits in a short descriptive paragraph with the help of cues and/or guiding questions.\"","unit":"THEME 1: SCHOOL LIFE","subject":"\"1. Exchanging personal information in both formal and informal language\n2. Taking part in a conversation in everyday life situations\n\nI go to school every day.\nI usually practise wrestling/archery after school.\nWhere do you live?\nAre you from …?\n-Do you have any sisters or brothers?\n-Yes, I have a sister. / No, I don’t have any sisters or brothers.\n-What does your father do?\n-He is an engineer.\n-How do you come to school?\n-I come to school on foot/ by bus.\n-Which subject do you like most?\n-I like …most.\n-What’s your favorite …?\n-My favorite … is …/ It’s ...\n-Do you like …?\n-Yes, I love it. / I really like it. /No, I hate it.\n-What do you think about ..?\n-I think...\n-In my opinion, …\"","description":"\"Movies\nRealia\nSurveys\nClass Profile Posters\nShort Reading Texts\nInformation Gap Activities\nRoleplays\nMiming and Acting Songs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK\nDISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\nELP Self-Assessment\""},{"content":"1. Hafta|29 Eylül-05 Ekim|\"Listening \nE10.1.L1. Students will be able to identify expressions related to school/ everyday life and free time activities\nPronunciation\nE10.1.P1. Students will be able to practice intonation in asking and answering questions in daily conversations.\nEg.\nWhat does your father do? (falling intonation)\nAre you thirsty? (rising intonation)\nSpeaking\nE10.1.S1. Students will be able to introduce themselves and others individually/ in pairs or small groups.\nE10.1.S2. Students will be able to exchange personal information\nin both formal and informal situations.\nReading\nE10.1.R1. Students will be able to diagrammatize a text about everyday life into a graphic organizer.\nWriting\nE10.1.W1. Students will be able to describe themselves, their family and their habits in a short descriptive paragraph with the help of cues and/or guiding questions.\"","unit":"THEME 1: SCHOOL LIFE","subject":"\"1. Exchanging personal information in both formal and informal language\n2. Taking part in a conversation in everyday life situations\n\nI go to school every day.\nI usually practise wrestling/archery after school.\nWhere do you live?\nAre you from …?\n-Do you have any sisters or brothers?\n-Yes, I have a sister. / No, I don’t have any sisters or brothers.\n-What does your father do?\n-He is an engineer.\n-How do you come to school?\n-I come to school on foot/ by bus.\n-Which subject do you like most?\n-I like …most.\n-What’s your favorite …?\n-My favorite … is …/ It’s ...\n-Do you like …?\n-Yes, I love it. / I really like it. /No, I hate it.\n-What do you think about ..?\n-I think...\n-In my opinion, …\"","description":"\"Movies\nRealia\nSurveys\nClass Profile Posters\nShort Reading Texts\nInformation Gap Activities\nRoleplays\nMiming and Acting Songs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK\nDISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\nELP Self-Assessment\""},{"content":"2. Hafta|06-12 Ekim|\"Listening\nE10.2.L1. Students will be able to catch the details of future plans and arrangements in a recorded text/video.\nPronunciation\nE10.2.P1. Students will be able to practice intonation in asking and answering questions in daily conversations.\nEg.\nAre you coming to the movie? (rising intonation)\nI’m afraid I can’t. (rising intonation)\nSpeaking\nE10.2.S1. Students will be able to talk about their own plans for the future.\nE10.2.S2. Students will be able to express their ideas in unplanned situations.\nReading\nE10.2.R1. Students will able to identify specific information about people's future plans and arrangements in a text.\nE10.2.R2. Students will be able to skim a text to draw a conclusion.\nWriting\nE10.2.W1. Students will be able to write an opinion paragraph about their plans.\"","unit":"THEME 2: PLANS","subject":"\"1. Describing future plans and arrangements\n2. Expressing one’s ideas in unplanned situations\n3. Making oral presentations on a planned topic\n\nI am going to fly to New York this summer. I’ve already bought my ticket.\nWhen are you going to take the exam?\nA: Are you coming to the movie this afternoon?\nB: I’m afraid I can’t. I’m meeting with my friends at the café.\nA: And you? Are you free this afternoon?\nA: I won’t be in Erzurum for some time.\nB: When will I see you again?\nA: My family and I are going to come back in September.\nA: Susan is looking for you.\nB. Ok, I’ll see her in the classroom.\nWe should leave the house now. Our bus leaves at 8:30 a.m. and we have 15 minutes to catch it.\nI think I’ll be a teacher in 10 years from now.\nI’m sure you’ll be very rich one day.\nHe is having a job interview on Monday.\nLet’s do a project together.\nI’d love to but I am going to help Ali with his homework.\nI always keep my promise.\"","description":"\"Movies Daily/Weekly/Monthly Planners\nSurveys\nInterviews\nShort Oral Presentations\nRoleplays\nShopping Lists\nGroup Problem Solving\nActivities\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK\nDISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"3. Hafta|13-19 Ekim|\"Listening\nE10.2.L1. Students will be able to catch the details of future plans and arrangements in a recorded text/video.\nPronunciation\nE10.2.P1. Students will be able to practice intonation in asking and answering questions in daily conversations.\nEg.\nAre you coming to the movie? (rising intonation)\nI’m afraid I can’t. (rising intonation)\nSpeaking\nE10.2.S1. Students will be able to talk about their own plans for the future.\nE10.2.S2. Students will be able to express their ideas in unplanned situations.\nReading\nE10.2.R1. Students will able to identify specific information about people's future plans and arrangements in a text.\nE10.2.R2. Students will be able to skim a text to draw a conclusion.\nWriting\nE10.2.W1. Students will be able to write an opinion paragraph about their plans.\"","unit":"THEME 2: PLANS","subject":"\"1. Describing future plans and arrangements\n2. Expressing one’s ideas in unplanned situations\n3. Making oral presentations on a planned topic\n\nI am going to fly to New York this summer. I’ve already bought my ticket.\nWhen are you going to take the exam?\nA: Are you coming to the movie this afternoon?\nB: I’m afraid I can’t. I’m meeting with my friends at the café.\nA: And you? Are you free this afternoon?\nA: I won’t be in Erzurum for some time.\nB: When will I see you again?\nA: My family and I are going to come back in September.\nA: Susan is looking for you.\nB. Ok, I’ll see her in the classroom.\nWe should leave the house now. Our bus leaves at 8:30 a.m. and we have 15 minutes to catch it.\nI think I’ll be a teacher in 10 years from now.\nI’m sure you’ll be very rich one day.\nHe is having a job interview on Monday.\nLet’s do a project together.\nI’d love to but I am going to help Ali with his homework.\nI always keep my promise.\"","description":"\"Movies Daily/Weekly/Monthly Planners\nSurveys\nInterviews\nShort Oral Presentations\nRoleplays\nShopping Lists\nGroup Problem Solving\nActivities\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK\nDISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"4. Hafta|20-26 Ekim|\"Listening\nE10.2.L1. Students will be able to catch the details of future plans and arrangements in a recorded text/video.\nPronunciation\nE10.2.P1. Students will be able to practice intonation in asking and answering questions in daily conversations.\nEg.\nAre you coming to the movie? (rising intonation)\nI’m afraid I can’t. (rising intonation)\nSpeaking\nE10.2.S1. Students will be able to talk about their own plans for the future.\nE10.2.S2. Students will be able to express their ideas in unplanned situations.\nReading\nE10.2.R1. Students will able to identify specific information about people's future plans and arrangements in a text.\nE10.2.R2. Students will be able to skim a text to draw a conclusion.\nWriting\nE10.2.W1. Students will be able to write an opinion paragraph about their plans.\"","unit":"THEME 2: PLANS","subject":"\"1. Describing future plans and arrangements\n2. Expressing one’s ideas in unplanned situations\n3. Making oral presentations on a planned topic\n\nI am going to fly to New York this summer. I’ve already bought my ticket.\nWhen are you going to take the exam?\nA: Are you coming to the movie this afternoon?\nB: I’m afraid I can’t. I’m meeting with my friends at the café.\nA: And you? Are you free this afternoon?\nA: I won’t be in Erzurum for some time.\nB: When will I see you again?\nA: My family and I are going to come back in September.\nA: Susan is looking for you.\nB. Ok, I’ll see her in the classroom.\nWe should leave the house now. Our bus leaves at 8:30 a.m. and we have 15 minutes to catch it.\nI think I’ll be a teacher in 10 years from now.\nI’m sure you’ll be very rich one day.\nHe is having a job interview on Monday.\nLet’s do a project together.\nI’d love to but I am going to help Ali with his homework.\nI always keep my promise.\"","description":"\"Movies Daily/Weekly/Monthly Planners\nSurveys\nInterviews\nShort Oral Presentations\nRoleplays\nShopping Lists\nGroup Problem Solving\nActivities\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK\nDISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"5. Hafta|27 Ekim-02 Kasım|\"Listening\nE10.3.L1. Students will be able to put the events in the correct order by listening to a story.\nPronunciation\nE10.3.P1. Students will be able to practice uttering “–ed” sounds in V2.\nEg. Wanted /wɒntɪd/ injured /ɪndʒərd/\nSpeaking\nE10.3.S1. Students will be able to act out a story as a legendary figure.\nE10.3.S2. Students will be able to retell a story by describing characters and places.\nE10.3.S3. Students will be able to talk about a historical legendary figure in Turkish history.\nReading E10.3.R1. Students will be able to scan a short story to fill in the timelines with events and dates.\nE10.3.R2. Students will be able to answer the questions about past events given in a reading text.\nWriting\nE10.3.W1. Students will be able to write the end of a given unfinished story.\"","unit":"THEME 3: LEGENDARY FIGURE","subject":"\"1. Describing past activities and events\n2. Talking about sequential actions\n3. Describing characters and settings in an event in the past\n\nFirst, there was a sudden noise…\nWhen the film ended, I was crying.\nWhile he was riding in the forest, he felt something strange behind his shoulders. He immediately stopped his horse and looked around. He saw a ...\nI finished school two years ago.\nI ran into a friend while I was walking to school.\nYesterday morning I got up. First, I brushed my teeth. Then I had\nbreakfast. I drank my coffee. Finally, I left the house at 8:00 a.m.\nyesterday,\nyesterday evening,\ntwo hours ago,\nin 1998,\nlast weekend,\nlast summer,\nlast Friday\"","description":"\"Movies\nShort texts\nScanning and Filling in Charts\nRoleplays\nDrama (Plays)\nCue-cards\nPicture Strips\nWriting an Alternative Ending to a Story/Short Story/Collaborative Story\nWriting Movie\nReview Songs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\nELP Self-Assessment\""},{"content":"1. Hafta|03-09 Kasım|\"Listening\nE10.3.L1. Students will be able to put the events in the correct order by listening to a story.\nPronunciation\nE10.3.P1. Students will be able to practice uttering “–ed” sounds in V2.\nEg. Wanted /wɒntɪd/ injured /ɪndʒərd/\nSpeaking\nE10.3.S1. Students will be able to act out a story as a legendary figure.\nE10.3.S2. Students will be able to retell a story by describing characters and places.\nE10.3.S3. Students will be able to talk about a historical legendary figure in Turkish history.\nReading E10.3.R1. Students will be able to scan a short story to fill in the timelines with events and dates.\nE10.3.R2. Students will be able to answer the questions about past events given in a reading text.\nWriting\nE10.3.W1. Students will be able to write the end of a given unfinished story.\"","unit":"THEME 3: LEGENDARY FIGURE","subject":"\"1. Describing past activities and events\n2. Talking about sequential actions\n3. Describing characters and settings in an event in the past\n\nFirst, there was a sudden noise…\nWhen the film ended, I was crying.\nWhile he was riding in the forest, he felt something strange behind his shoulders. He immediately stopped his horse and looked around. He saw a ...\nI finished school two years ago.\nI ran into a friend while I was walking to school.\nYesterday morning I got up. First, I brushed my teeth. Then I had\nbreakfast. I drank my coffee. Finally, I left the house at 8:00 a.m.\nyesterday,\nyesterday evening,\ntwo hours ago,\nin 1998,\nlast weekend,\nlast summer,\nlast Friday\"","description":"\"Movies\nShort texts\nScanning and Filling in Charts\nRoleplays\nDrama (Plays)\nCue-cards\nPicture Strips\nWriting an Alternative Ending to a Story/Short Story/Collaborative Story\nWriting Movie\nReview Songs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\nELP Self-Assessment\""},{"content":"2. Hafta|10-16 Kasım|        ","unit":"","subject":"","description":""},{"content":"3. Hafta|17-23 Kasım|\"Listening\nE10.3.L1. Students will be able to put the events in the correct order by listening to a story.\nPronunciation\nE10.3.P1. Students will be able to practice uttering “–ed” sounds in V2.\nEg. Wanted /wɒntɪd/ injured /ɪndʒərd/\nSpeaking\nE10.3.S1. Students will be able to act out a story as a legendary figure.\nE10.3.S2. Students will be able to retell a story by describing characters and places.\nE10.3.S3. Students will be able to talk about a historical legendary figure in Turkish history.\nReading E10.3.R1. Students will be able to scan a short story to fill in the timelines with events and dates.\nE10.3.R2. Students will be able to answer the questions about past events given in a reading text.\nWriting\nE10.3.W1. Students will be able to write the end of a given unfinished story.\"","unit":"THEME 3: LEGENDARY FIGURE","subject":"\"1. Describing past activities and events\n2. Talking about sequential actions\n3. Describing characters and settings in an event in the past\n\nFirst, there was a sudden noise…\nWhen the film ended, I was crying.\nWhile he was riding in the forest, he felt something strange behind his shoulders. He immediately stopped his horse and looked around. He saw a ...\nI finished school two years ago.\nI ran into a friend while I was walking to school.\nYesterday morning I got up. First, I brushed my teeth. Then I had\nbreakfast. I drank my coffee. Finally, I left the house at 8:00 a.m.\nyesterday,\nyesterday evening,\ntwo hours ago,\nin 1998,\nlast weekend,\nlast summer,\nlast Friday\"","description":"\"Movies\nShort texts\nScanning and Filling in Charts\nRoleplays\nDrama (Plays)\nCue-cards\nPicture Strips\nWriting an Alternative Ending to a Story/Short Story/Collaborative Story\nWriting Movie\nReview Songs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\nELP Self-Assessment\""},{"content":"4. Hafta|24-30 Kasım|\"Listening\nE10.3.L1. Students will be able to put the events in the correct order by listening to a story.\nPronunciation\nE10.3.P1. Students will be able to practice uttering “–ed” sounds in V2.\nEg. Wanted /wɒntɪd/ injured /ɪndʒərd/\nSpeaking\nE10.3.S1. Students will be able to act out a story as a legendary figure.\nE10.3.S2. Students will be able to retell a story by describing characters and places.\nE10.3.S3. Students will be able to talk about a historical legendary figure in Turkish history.\nReading E10.3.R1. Students will be able to scan a short story to fill in the timelines with events and dates.\nE10.3.R2. Students will be able to answer the questions about past events given in a reading text.\nWriting\nE10.3.W1. Students will be able to write the end of a given unfinished story.\"","unit":"THEME 3: LEGENDARY FIGURE","subject":"\"1. Describing past activities and events\n2. Talking about sequential actions\n3. Describing characters and settings in an event in the past\n\nFirst, there was a sudden noise…\nWhen the film ended, I was crying.\nWhile he was riding in the forest, he felt something strange behind his shoulders. He immediately stopped his horse and looked around. He saw a ...\nI finished school two years ago.\nI ran into a friend while I was walking to school.\nYesterday morning I got up. First, I brushed my teeth. Then I had\nbreakfast. I drank my coffee. Finally, I left the house at 8:00 a.m.\nyesterday,\nyesterday evening,\ntwo hours ago,\nin 1998,\nlast weekend,\nlast summer,\nlast Friday\"","description":"\"Movies\nShort texts\nScanning and Filling in Charts\nRoleplays\nDrama (Plays)\nCue-cards\nPicture Strips\nWriting an Alternative Ending to a Story/Short Story/Collaborative Story\nWriting Movie\nReview Songs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\nELP Self-Assessment\""},{"content":"1. Hafta|01-07 Aralık|\"Listening\nE10.4.L1. Students will be able to locate specific information about\ntraditions in charts by watching short documentaries.\nPronunciation\nE10.4.P1. Students will be able to practice /t/ and /Ø/ sounds.\nEg. three /θriː/ tree /tri:/\nSpeaking\nE10.4.S1. Students will be able to deliver a short speech using visuals on traditions.\nE10.4.S2. Students will be able to talk about several things they used to do when they were children.\nReading\nE10.4.R1. Students will be able to answer the questions about short texts on social, educational, and technological lives of people in the past around the world.\nE10.4.R2. Students will be able to identify the differences between the lifestyles and customs of people in the past and the ones in the 21st century in a written text.\nWriting\nE10.4.W1. Students will be able to write a short paragraph of comparing traditions around the world.\nE10.4.W2. Students will be able to write the things they used to do when they were children.\"","unit":"THEME 4: TRADITIONS","subject":"\"1. Describing habits and routines in the past\n2. Making oral presentations on a specific topic\n\nPeople used to watch the shadow plays.\nIn Western Cultures, people wear shoes at home, but in Eastern cultures, they take off their shoes when entering a house.\nPeople used to dispell all the bad spirits with fire but now they use fireworks for celebrations.\nPeople did not use to have personal computers.\nWe used to live in a small town when I was young, but now we live in a big city.\nI used to play with my dolls when I was a kid.\nShe used to carry her blanket with her when she was a child.\nI didn’t use to go to school on foot when I was at primary school.\nThere didn’t use to be any traffic jam in the main streets of this city 50 years ago.\nAhi Evran used to recommend the members of Ahi Foundation to be honest while trading.\nThe Ottoman Sultans used to build foundations for charity.\"","description":"\"Documentaries\nScanning and Matching Headings with Paragraphs\nPictures of a City in Türkiye... Years Ago and Now\nShort Reading Texts\nCompleting Time Lines with Events and Dates\nDescriptive Paragraphs\nOral Presentations\nPosters of Past and Present\nCollaborative Story Writing\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK\nDISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"2. Hafta|08-14 Aralık|\"Listening\nE10.4.L1. Students will be able to locate specific information about\ntraditions in charts by watching short documentaries.\nPronunciation\nE10.4.P1. Students will be able to practice /t/ and /Ø/ sounds.\nEg. three /θriː/ tree /tri:/\nSpeaking\nE10.4.S1. Students will be able to deliver a short speech using visuals on traditions.\nE10.4.S2. Students will be able to talk about several things they used to do when they were children.\nReading\nE10.4.R1. Students will be able to answer the questions about short texts on social, educational, and technological lives of people in the past around the world.\nE10.4.R2. Students will be able to identify the differences between the lifestyles and customs of people in the past and the ones in the 21st century in a written text.\nWriting\nE10.4.W1. Students will be able to write a short paragraph of comparing traditions around the world.\nE10.4.W2. Students will be able to write the things they used to do when they were children.\"","unit":"THEME 4: TRADITIONS","subject":"\"1. Describing habits and routines in the past\n2. Making oral presentations on a specific topic\n\nPeople used to watch the shadow plays.\nIn Western Cultures, people wear shoes at home, but in Eastern cultures, they take off their shoes when entering a house.\nPeople used to dispell all the bad spirits with fire but now they use fireworks for celebrations.\nPeople did not use to have personal computers.\nWe used to live in a small town when I was young, but now we live in a big city.\nI used to play with my dolls when I was a kid.\nShe used to carry her blanket with her when she was a child.\nI didn’t use to go to school on foot when I was at primary school.\nThere didn’t use to be any traffic jam in the main streets of this city 50 years ago.\nAhi Evran used to recommend the members of Ahi Foundation to be honest while trading.\nThe Ottoman Sultans used to build foundations for charity.\"","description":"\"Documentaries\nScanning and Matching Headings with Paragraphs\nPictures of a City in Türkiye... Years Ago and Now\nShort Reading Texts\nCompleting Time Lines with Events and Dates\nDescriptive Paragraphs\nOral Presentations\nPosters of Past and Present\nCollaborative Story Writing\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK\nDISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"3. Hafta|15-21 Aralık|\"Listening\nE10.4.L1. Students will be able to locate specific information about\ntraditions in charts by watching short documentaries.\nPronunciation\nE10.4.P1. Students will be able to practice /t/ and /Ø/ sounds.\nEg. three /θriː/ tree /tri:/\nSpeaking\nE10.4.S1. Students will be able to deliver a short speech using visuals on traditions.\nE10.4.S2. Students will be able to talk about several things they used to do when they were children.\nReading\nE10.4.R1. Students will be able to answer the questions about short texts on social, educational, and technological lives of people in the past around the world.\nE10.4.R2. Students will be able to identify the differences between the lifestyles and customs of people in the past and the ones in the 21st century in a written text.\nWriting\nE10.4.W1. Students will be able to write a short paragraph of comparing traditions around the world.\nE10.4.W2. Students will be able to write the things they used to do when they were children.\"","unit":"THEME 4: TRADITIONS","subject":"\"1. Describing habits and routines in the past\n2. Making oral presentations on a specific topic\n\nPeople used to watch the shadow plays.\nIn Western Cultures, people wear shoes at home, but in Eastern cultures, they take off their shoes when entering a house.\nPeople used to dispell all the bad spirits with fire but now they use fireworks for celebrations.\nPeople did not use to have personal computers.\nWe used to live in a small town when I was young, but now we live in a big city.\nI used to play with my dolls when I was a kid.\nShe used to carry her blanket with her when she was a child.\nI didn’t use to go to school on foot when I was at primary school.\nThere didn’t use to be any traffic jam in the main streets of this city 50 years ago.\nAhi Evran used to recommend the members of Ahi Foundation to be honest while trading.\nThe Ottoman Sultans used to build foundations for charity.\"","description":"\"Documentaries\nScanning and Matching Headings with Paragraphs\nPictures of a City in Türkiye... Years Ago and Now\nShort Reading Texts\nCompleting Time Lines with Events and Dates\nDescriptive Paragraphs\nOral Presentations\nPosters of Past and Present\nCollaborative Story Writing\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK\nDISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"4. Hafta|22-28 Aralık|\"Listening\nE10.5.L1. Students will be able to list phrases for booking in a recorded text.\nPronunciation\nE10.5.P1. Students will be able to practice intonation in question tags (both rising and falling).\nEg. You aren’t travelling alone, are you? (falling/rising intonation)\nSpeaking\nE10.5.S1. Students will be able to ask and answer about their own and other people's travel experiences.\nE10.5.S2. Students will be able to book a room at a hotel/ a table in restaurant etc.\nE10.5.S3. Students will be able to confirm information during a conversation.\nE10.5.S4. Students will be able to take part in a dialogue in a group to make a travel plan.\nReading\nE10.5.R1. Students will be able to make use of written instructions in order to draw a route.\nE10.5.R2. Students will be able to classify different vacation types in a reading passage.\nWriting\nE10.5.W1. Students will be able to write an e- mail to a friend about their holiday experiences.\nE10.5.W2. Students will be able to prepare a travel guide of a city they have visited.\"","unit":"THEME 5: TRAVEL","subject":"\"1. Talking about past and present events/experiences\n2. Booking\n3. Exchanging ideas and plans\n4. Asking for approvals and/or confirmations\n\n-Where have you been?\n-Have you ever…? I have visited…\n-Did you like it there?\n-It is the most beautiful scenery I’ve ever seen. It’s really worth seeing.\nI have just tidied my room.\n-Have you finished your final report?\n-Yes, I’ve just finished it.\n-Which places should I visit?\n-You should visit …\nHow can I go to the…?\nI’d like to book a room, please.\nPardon?\nSorry, did you say... ? You asked for a double room, didn’t you?\nYou aren’t travelling alone, are you?\n-Which countries have you visited so far?\n-I’ve visited...\n-Which one did you like most?\n-I liked …\nI have read ‘The Turkish Embassy Letters’ by Lady Montagu.\"","description":"\"Movies\nMaps (city and country)\nRealia\nInformation-gap\nCurrencies\nAnnouncements\nPhone Conversations\nFlight schedule screens\nSurveys\nRoleplays\nProblem Solving Activities\nWebsites\nBrochures\nWriting Postcards\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"1. Hafta|29 Aralık-04 Ocak|\"Listening\nE10.5.L1. Students will be able to list phrases for booking in a recorded text.\nPronunciation\nE10.5.P1. Students will be able to practice intonation in question tags (both rising and falling).\nEg. You aren’t travelling alone, are you? (falling/rising intonation)\nSpeaking\nE10.5.S1. Students will be able to ask and answer about their own and other people's travel experiences.\nE10.5.S2. Students will be able to book a room at a hotel/ a table in restaurant etc.\nE10.5.S3. Students will be able to confirm information during a conversation.\nE10.5.S4. Students will be able to take part in a dialogue in a group to make a travel plan.\nReading\nE10.5.R1. Students will be able to make use of written instructions in order to draw a route.\nE10.5.R2. Students will be able to classify different vacation types in a reading passage.\nWriting\nE10.5.W1. Students will be able to write an e- mail to a friend about their holiday experiences.\nE10.5.W2. Students will be able to prepare a travel guide of a city they have visited.\"","unit":"THEME 5: TRAVEL","subject":"\"1. Talking about past and present events/experiences\n2. Booking\n3. Exchanging ideas and plans\n4. Asking for approvals and/or confirmations\n\n-Where have you been?\n-Have you ever…? I have visited…\n-Did you like it there?\n-It is the most beautiful scenery I’ve ever seen. It’s really worth seeing.\nI have just tidied my room.\n-Have you finished your final report?\n-Yes, I’ve just finished it.\n-Which places should I visit?\n-You should visit …\nHow can I go to the…?\nI’d like to book a room, please.\nPardon?\nSorry, did you say... ? You asked for a double room, didn’t you?\nYou aren’t travelling alone, are you?\n-Which countries have you visited so far?\n-I’ve visited...\n-Which one did you like most?\n-I liked …\nI have read ‘The Turkish Embassy Letters’ by Lady Montagu.\"","description":"\"Movies\nMaps (city and country)\nRealia\nInformation-gap\nCurrencies\nAnnouncements\nPhone Conversations\nFlight schedule screens\nSurveys\nRoleplays\nProblem Solving Activities\nWebsites\nBrochures\nWriting Postcards\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"2. Hafta|05-11 Ocak|\"Listening\nE10.5.L1. Students will be able to list phrases for booking in a recorded text.\nPronunciation\nE10.5.P1. Students will be able to practice intonation in question tags (both rising and falling).\nEg. You aren’t travelling alone, are you? (falling/rising intonation)\nSpeaking\nE10.5.S1. Students will be able to ask and answer about their own and other people's travel experiences.\nE10.5.S2. Students will be able to book a room at a hotel/ a table in restaurant etc.\nE10.5.S3. Students will be able to confirm information during a conversation.\nE10.5.S4. Students will be able to take part in a dialogue in a group to make a travel plan.\nReading\nE10.5.R1. Students will be able to make use of written instructions in order to draw a route.\nE10.5.R2. Students will be able to classify different vacation types in a reading passage.\nWriting\nE10.5.W1. Students will be able to write an e- mail to a friend about their holiday experiences.\nE10.5.W2. Students will be able to prepare a travel guide of a city they have visited.\"","unit":"THEME 5: TRAVEL","subject":"\"1. Talking about past and present events/experiences\n2. Booking\n3. Exchanging ideas and plans\n4. Asking for approvals and/or confirmations\n\n-Where have you been?\n-Have you ever…? I have visited…\n-Did you like it there?\n-It is the most beautiful scenery I’ve ever seen. It’s really worth seeing.\nI have just tidied my room.\n-Have you finished your final report?\n-Yes, I’ve just finished it.\n-Which places should I visit?\n-You should visit …\nHow can I go to the…?\nI’d like to book a room, please.\nPardon?\nSorry, did you say... ? You asked for a double room, didn’t you?\nYou aren’t travelling alone, are you?\n-Which countries have you visited so far?\n-I’ve visited...\n-Which one did you like most?\n-I liked …\nI have read ‘The Turkish Embassy Letters’ by Lady Montagu.\"","description":"\"Movies\nMaps (city and country)\nRealia\nInformation-gap\nCurrencies\nAnnouncements\nPhone Conversations\nFlight schedule screens\nSurveys\nRoleplays\nProblem Solving Activities\nWebsites\nBrochures\nWriting Postcards\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"3. Hafta|12-18 Ocak|\"Listening\nE10.5.L1. Students will be able to list phrases for booking in a recorded text.\nPronunciation\nE10.5.P1. Students will be able to practice intonation in question tags (both rising and falling).\nEg. You aren’t travelling alone, are you? (falling/rising intonation)\nSpeaking\nE10.5.S1. Students will be able to ask and answer about their own and other people's travel experiences.\nE10.5.S2. Students will be able to book a room at a hotel/ a table in restaurant etc.\nE10.5.S3. Students will be able to confirm information during a conversation.\nE10.5.S4. Students will be able to take part in a dialogue in a group to make a travel plan.\nReading\nE10.5.R1. Students will be able to make use of written instructions in order to draw a route.\nE10.5.R2. Students will be able to classify different vacation types in a reading passage.\nWriting\nE10.5.W1. Students will be able to write an e- mail to a friend about their holiday experiences.\nE10.5.W2. Students will be able to prepare a travel guide of a city they have visited.\"","unit":"THEME 5: TRAVEL","subject":"\"1. Talking about past and present events/experiences\n2. Booking\n3. Exchanging ideas and plans\n4. Asking for approvals and/or confirmations\n\n-Where have you been?\n-Have you ever…? I have visited…\n-Did you like it there?\n-It is the most beautiful scenery I’ve ever seen. It’s really worth seeing.\nI have just tidied my room.\n-Have you finished your final report?\n-Yes, I’ve just finished it.\n-Which places should I visit?\n-You should visit …\nHow can I go to the…?\nI’d like to book a room, please.\nPardon?\nSorry, did you say... ? You asked for a double room, didn’t you?\nYou aren’t travelling alone, are you?\n-Which countries have you visited so far?\n-I’ve visited...\n-Which one did you like most?\n-I liked …\nI have read ‘The Turkish Embassy Letters’ by Lady Montagu.\"","description":"\"Movies\nMaps (city and country)\nRealia\nInformation-gap\nCurrencies\nAnnouncements\nPhone Conversations\nFlight schedule screens\nSurveys\nRoleplays\nProblem Solving Activities\nWebsites\nBrochures\nWriting Postcards\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"4. Hafta|19-25 Ocak|                ","unit":"","subject":"","description":""},{"content":"5. Hafta|26 Ocak-01 Şubat|","unit":"","subject":"","description":""},{"content":"1. Hafta|02-08 Şubat|                 \"Listening\nE10.6.L1. Students will be able to analyze the situation and the phrases related to giving and receiving advice.\nPronunciation\nE10.6.P1. Students will be able to practice intonation in advice structures.\nEg. You should see a doctor. (rising intonation)\nSpeaking\nE10.6.S1. Students will be able to talk about the consequences of wasting energy sources.\nE10.6.S2. Students will be able to talk about household chores they are responsible for.\nReading\nE10.6.R1. Students will be able to identify the advice, rules and regulations in a text.\nE10.6.R2. Students will be able to make use of contextual clues to infer the possible consequences about helpful tips.\nWriting\nE10.6.W1. Students will be able to write a paragraph about possible consequences when they don't obey the rules.\nE10.6.W2. Students will be able to write an advice letter about youth problems\"","unit":"THEME 6: HELPFUL TIPS","subject":"\"1. Giving and receiving advice\n2. Talking about rules and regulations\n3. Talking about consequences\n\nYou can remove a stain with baking soda.\nIf you have a toothache, you should see a dentist.\nExcuse me, can you tell me where I can buy …?\nIn my opinion, you should visit the patients and your relatives.\nCan you buy some…?\nIf you are good at solving problems, you could be an executive.\nYou must study hard for the exam if you want to get a higher grade.\nYou should visit the company website and learn more about the firm before making a final decision.\nCould you please give me a hand?\nIf we don’t use the energy sources wisely, the Earth will …\nIf you want a clean and healthy world, you should….\"","description":"\"Movies Signs\nRealia\nOnline or Offline Magazines\nAdvice\nJigsaw Readings\nScanning and Matching Solutions with Problems\nRoleplays\nReading and Acting out Dialogues\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK\nDISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"2. Hafta|09-15 Şubat|                 \"Listening\nE10.6.L1. Students will be able to analyze the situation and the phrases related to giving and receiving advice.\nPronunciation\nE10.6.P1. Students will be able to practice intonation in advice structures.\nEg. You should see a doctor. (rising intonation)\nSpeaking\nE10.6.S1. Students will be able to talk about the consequences of wasting energy sources.\nE10.6.S2. Students will be able to talk about household chores they are responsible for.\nReading\nE10.6.R1. Students will be able to identify the advice, rules and regulations in a text.\nE10.6.R2. Students will be able to make use of contextual clues to infer the possible consequences about helpful tips.\nWriting\nE10.6.W1. Students will be able to write a paragraph about possible consequences when they don't obey the rules.\nE10.6.W2. Students will be able to write an advice letter about youth problems\"","unit":"THEME 6: HELPFUL TIPS","subject":"\"1. Giving and receiving advice\n2. Talking about rules and regulations\n3. Talking about consequences\n\nYou can remove a stain with baking soda.\nIf you have a toothache, you should see a dentist.\nExcuse me, can you tell me where I can buy …?\nIn my opinion, you should visit the patients and your relatives.\nCan you buy some…?\nIf you are good at solving problems, you could be an executive.\nYou must study hard for the exam if you want to get a higher grade.\nYou should visit the company website and learn more about the firm before making a final decision.\nCould you please give me a hand?\nIf we don’t use the energy sources wisely, the Earth will …\nIf you want a clean and healthy world, you should….\"","description":"\"Movies Signs\nRealia\nOnline or Offline Magazines\nAdvice\nJigsaw Readings\nScanning and Matching Solutions with Problems\nRoleplays\nReading and Acting out Dialogues\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK\nDISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"3. Hafta|16-22 Şubat|                 \"Listening\nE10.6.L1. Students will be able to analyze the situation and the phrases related to giving and receiving advice.\nPronunciation\nE10.6.P1. Students will be able to practice intonation in advice structures.\nEg. You should see a doctor. (rising intonation)\nSpeaking\nE10.6.S1. Students will be able to talk about the consequences of wasting energy sources.\nE10.6.S2. Students will be able to talk about household chores they are responsible for.\nReading\nE10.6.R1. Students will be able to identify the advice, rules and regulations in a text.\nE10.6.R2. Students will be able to make use of contextual clues to infer the possible consequences about helpful tips.\nWriting\nE10.6.W1. Students will be able to write a paragraph about possible consequences when they don't obey the rules.\nE10.6.W2. Students will be able to write an advice letter about youth problems\"","unit":"THEME 6: HELPFUL TIPS","subject":"\"1. Giving and receiving advice\n2. Talking about rules and regulations\n3. Talking about consequences\n\nYou can remove a stain with baking soda.\nIf you have a toothache, you should see a dentist.\nExcuse me, can you tell me where I can buy …?\nIn my opinion, you should visit the patients and your relatives.\nCan you buy some…?\nIf you are good at solving problems, you could be an executive.\nYou must study hard for the exam if you want to get a higher grade.\nYou should visit the company website and learn more about the firm before making a final decision.\nCould you please give me a hand?\nIf we don’t use the energy sources wisely, the Earth will …\nIf you want a clean and healthy world, you should….\"","description":"\"Movies Signs\nRealia\nOnline or Offline Magazines\nAdvice\nJigsaw Readings\nScanning and Matching Solutions with Problems\nRoleplays\nReading and Acting out Dialogues\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK\nDISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"4. Hafta|23 Şubat-01 Mart|                 \"Listening\nE10.6.L1. Students will be able to analyze the situation and the phrases related to giving and receiving advice.\nPronunciation\nE10.6.P1. Students will be able to practice intonation in advice structures.\nEg. You should see a doctor. (rising intonation)\nSpeaking\nE10.6.S1. Students will be able to talk about the consequences of wasting energy sources.\nE10.6.S2. Students will be able to talk about household chores they are responsible for.\nReading\nE10.6.R1. Students will be able to identify the advice, rules and regulations in a text.\nE10.6.R2. Students will be able to make use of contextual clues to infer the possible consequences about helpful tips.\nWriting\nE10.6.W1. Students will be able to write a paragraph about possible consequences when they don't obey the rules.\nE10.6.W2. Students will be able to write an advice letter about youth problems\"","unit":"THEME 6: HELPFUL TIPS","subject":"\"1. Giving and receiving advice\n2. Talking about rules and regulations\n3. Talking about consequences\n\nYou can remove a stain with baking soda.\nIf you have a toothache, you should see a dentist.\nExcuse me, can you tell me where I can buy …?\nIn my opinion, you should visit the patients and your relatives.\nCan you buy some…?\nIf you are good at solving problems, you could be an executive.\nYou must study hard for the exam if you want to get a higher grade.\nYou should visit the company website and learn more about the firm before making a final decision.\nCould you please give me a hand?\nIf we don’t use the energy sources wisely, the Earth will …\nIf you want a clean and healthy world, you should….\"","description":"\"Movies Signs\nRealia\nOnline or Offline Magazines\nAdvice\nJigsaw Readings\nScanning and Matching Solutions with Problems\nRoleplays\nReading and Acting out Dialogues\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK\nDISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"1. Hafta|02-08 Mart|                 \"Listening\nE10.7.L1. Students will be able to order the steps of a process given in a TV Show.\nPronunciation\nE10.7.P1. Students will be able to practice the pronunciation of problematic words for Turkish learners of English (answer, determine, examine, whole, foreign, career, etc).\nSpeaking\nE10.7.S1. Students will be able to take part in a dialogue about introducing national and international festivals.\nE10.7.S2. Students will be able to describe the steps of a process related to national and international festivals.\nReading\nE10.7.R1. Students will be able to evaluate a text to classify various cuisines around the world.\nE10.7.R2. Students will be able to diagrammatize a text about different festivals all around the world.\nWriting\nE10.7.W1. Students will be able to write a process paragraph/blog about their favourite festival.\"","unit":"THEME 7: FOOD AND FESTIVALS","subject":"\"1. Talking about national and international festivals\n2. Describing actions and processes\n\nI’m interested in… I wonder how…\nChocolate Festival is held in Amsterdam every October. Antalya International Film Festival is organized in Turkey every October.\nEvery street, building and house is decorated with red during the celebrations of Chinese New Year.\nTwo religious festivals (Ramadan /Eid al Fitr and Sacrifice Feast/Eid-al-Adha) are celebrated in Turkey every year.\nFamily members visit each other to improve relationships.\nFirst, the peppers are sliced into small pieces.\nLater on the eggs are broken into a bowl.\nThe stove is turned on/ The oven is heated….\nThe pan is heated and … the table is set.\nIf you want to design your own digital story, first you should…\"","description":"\"Movies on Describing the Steps on How to Carry out a Simple Task\nRecipes\nRealia\nShort Reading Texts on Processes\nPutting Pictures/Sentences in Order\nGroup Blogs\nOral Presentations\nRoleplays\nSongs\nIDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"2. Hafta|09-15 Mart|                 \"Listening\nE10.7.L1. Students will be able to order the steps of a process given in a TV Show.\nPronunciation\nE10.7.P1. Students will be able to practice the pronunciation of problematic words for Turkish learners of English (answer, determine, examine, whole, foreign, career, etc).\nSpeaking\nE10.7.S1. Students will be able to take part in a dialogue about introducing national and international festivals.\nE10.7.S2. Students will be able to describe the steps of a process related to national and international festivals.\nReading\nE10.7.R1. Students will be able to evaluate a text to classify various cuisines around the world.\nE10.7.R2. Students will be able to diagrammatize a text about different festivals all around the world.\nWriting\nE10.7.W1. Students will be able to write a process paragraph/blog about their favourite festival.\"","unit":"THEME 7: FOOD AND FESTIVALS","subject":"\"1. Talking about national and international festivals\n2. Describing actions and processes\n\nI’m interested in… I wonder how…\nChocolate Festival is held in Amsterdam every October. Antalya International Film Festival is organized in Turkey every October.\nEvery street, building and house is decorated with red during the celebrations of Chinese New Year.\nTwo religious festivals (Ramadan /Eid al Fitr and Sacrifice Feast/Eid-al-Adha) are celebrated in Turkey every year.\nFamily members visit each other to improve relationships.\nFirst, the peppers are sliced into small pieces.\nLater on the eggs are broken into a bowl.\nThe stove is turned on/ The oven is heated….\nThe pan is heated and … the table is set.\nIf you want to design your own digital story, first you should…\"","description":"\"Movies on Describing the Steps on How to Carry out a Simple Task\nRecipes\nRealia\nShort Reading Texts on Processes\nPutting Pictures/Sentences in Order\nGroup Blogs\nOral Presentations\nRoleplays\nSongs\nIDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"3. Hafta|16-22 Mart|                 ","unit":"","subject":"","description":""},{"content":"4. Hafta|23-29 Mart|                 \"Listening\nE10.7.L1. Students will be able to order the steps of a process given in a TV Show.\nPronunciation\nE10.7.P1. Students will be able to practice the pronunciation of problematic words for Turkish learners of English (answer, determine, examine, whole, foreign, career, etc).\nSpeaking\nE10.7.S1. Students will be able to take part in a dialogue about introducing national and international festivals.\nE10.7.S2. Students will be able to describe the steps of a process related to national and international festivals.\nReading\nE10.7.R1. Students will be able to evaluate a text to classify various cuisines around the world.\nE10.7.R2. Students will be able to diagrammatize a text about different festivals all around the world.\nWriting\nE10.7.W1. Students will be able to write a process paragraph/blog about their favourite festival.\"","unit":"THEME 7: FOOD AND FESTIVALS","subject":"\"1. Talking about national and international festivals\n2. Describing actions and processes\n\nI’m interested in… I wonder how…\nChocolate Festival is held in Amsterdam every October. Antalya International Film Festival is organized in Turkey every October.\nEvery street, building and house is decorated with red during the celebrations of Chinese New Year.\nTwo religious festivals (Ramadan /Eid al Fitr and Sacrifice Feast/Eid-al-Adha) are celebrated in Turkey every year.\nFamily members visit each other to improve relationships.\nFirst, the peppers are sliced into small pieces.\nLater on the eggs are broken into a bowl.\nThe stove is turned on/ The oven is heated….\nThe pan is heated and … the table is set.\nIf you want to design your own digital story, first you should…\"","description":"\"Movies on Describing the Steps on How to Carry out a Simple Task\nRecipes\nRealia\nShort Reading Texts on Processes\nPutting Pictures/Sentences in Order\nGroup Blogs\nOral Presentations\nRoleplays\nSongs\nIDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"1. Hafta|30 Mart-05 Nisan|                 \"Listening\nE10.8.L1. Students will be able to identify detailed information from podcasts in English.\nE10.8.L2. Students will be able to determine personal opinions about technology in a video/recorded text.\nPronunciation\nE10.8.P1. Students will be able to practice /w/ and /v/ sounds.\nEg. Wide /waıd/ very /verı/\nSpeaking\nE10.8.S1. Students will be able to make comments on innovations by stating causes and effects.\nE10.8.S2. Students will be able to talk about their preferences in technological devices.\nReading\nE10.8.R1. Students will be able to scan a text about the evolution of technology for specific information.\nE10.8.R2. Students will be able to evaluate the effects of social media in a written text to draw conclusions.\nWriting\nE10.8.W1. Students will be able to write a cause and effect paragraph about the importance of netiquette.\nE10.8.W2. Students will be able to write an online-digital collaborative story.\"","unit":"THEME 8: DIGITAL ERA","subject":"\"1. Stating personal opinions in everyday conversations\n2. Stating preferences\n3. Stating causes and effects\n4. Giving an extended description and detailed information about people/places/events\n\nI prefer tablets over notebooks to read online because…\nI believe social media will be more important in the future, so everyone should have basic computer skills.\nMy cousin Gary, who is only14 years old, can design his own tablet applications.\n1991 is the year when WWW became available for everyone.\nI think, I believe because, so, therefore\nI prefer…,\nI’d rather…,\nShe is my digital friend who has the coolest avatar.\nI watched a documentary which was about technology and the use of social media\"","description":"\"Movies\nE-poster Generators\nPodcasts\nOnline Animation Makers\nOnline Survey Generators\nMovie Makers\nE-posters/E-picture Galleries\nClass Blogs\nSample Blogs (online or offline)\nSample Emails\nRoleplays\nOnline Tele-Conversations and Recordings\nDebate\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\nELP Self-Assessmen\""},{"content":"2. Hafta|06-12 Nisan|                 \"Listening\nE10.8.L1. Students will be able to identify detailed information from podcasts in English.\nE10.8.L2. Students will be able to determine personal opinions about technology in a video/recorded text.\nPronunciation\nE10.8.P1. Students will be able to practice /w/ and /v/ sounds.\nEg. Wide /waıd/ very /verı/\nSpeaking\nE10.8.S1. Students will be able to make comments on innovations by stating causes and effects.\nE10.8.S2. Students will be able to talk about their preferences in technological devices.\nReading\nE10.8.R1. Students will be able to scan a text about the evolution of technology for specific information.\nE10.8.R2. Students will be able to evaluate the effects of social media in a written text to draw conclusions.\nWriting\nE10.8.W1. Students will be able to write a cause and effect paragraph about the importance of netiquette.\nE10.8.W2. Students will be able to write an online-digital collaborative story.\"","unit":"THEME 8: DIGITAL ERA","subject":"\"1. Stating personal opinions in everyday conversations\n2. Stating preferences\n3. Stating causes and effects\n4. Giving an extended description and detailed information about people/places/events\n\nI prefer tablets over notebooks to read online because…\nI believe social media will be more important in the future, so everyone should have basic computer skills.\nMy cousin Gary, who is only14 years old, can design his own tablet applications.\n1991 is the year when WWW became available for everyone.\nI think, I believe because, so, therefore\nI prefer…,\nI’d rather…,\nShe is my digital friend who has the coolest avatar.\nI watched a documentary which was about technology and the use of social media\"","description":"\"Movies\nE-poster Generators\nPodcasts\nOnline Animation Makers\nOnline Survey Generators\nMovie Makers\nE-posters/E-picture Galleries\nClass Blogs\nSample Blogs (online or offline)\nSample Emails\nRoleplays\nOnline Tele-Conversations and Recordings\nDebate\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\nELP Self-Assessmen\""},{"content":"3. Hafta|13-19 Nisan|                 \"Listening\nE10.8.L1. Students will be able to identify detailed information from podcasts in English.\nE10.8.L2. Students will be able to determine personal opinions about technology in a video/recorded text.\nPronunciation\nE10.8.P1. Students will be able to practice /w/ and /v/ sounds.\nEg. Wide /waıd/ very /verı/\nSpeaking\nE10.8.S1. Students will be able to make comments on innovations by stating causes and effects.\nE10.8.S2. Students will be able to talk about their preferences in technological devices.\nReading\nE10.8.R1. Students will be able to scan a text about the evolution of technology for specific information.\nE10.8.R2. Students will be able to evaluate the effects of social media in a written text to draw conclusions.\nWriting\nE10.8.W1. Students will be able to write a cause and effect paragraph about the importance of netiquette.\nE10.8.W2. Students will be able to write an online-digital collaborative story.\"","unit":"THEME 8: DIGITAL ERA","subject":"\"1. Stating personal opinions in everyday conversations\n2. Stating preferences\n3. Stating causes and effects\n4. Giving an extended description and detailed information about people/places/events\n\nI prefer tablets over notebooks to read online because…\nI believe social media will be more important in the future, so everyone should have basic computer skills.\nMy cousin Gary, who is only14 years old, can design his own tablet applications.\n1991 is the year when WWW became available for everyone.\nI think, I believe because, so, therefore\nI prefer…,\nI’d rather…,\nShe is my digital friend who has the coolest avatar.\nI watched a documentary which was about technology and the use of social media\"","description":"\"Movies\nE-poster Generators\nPodcasts\nOnline Animation Makers\nOnline Survey Generators\nMovie Makers\nE-posters/E-picture Galleries\nClass Blogs\nSample Blogs (online or offline)\nSample Emails\nRoleplays\nOnline Tele-Conversations and Recordings\nDebate\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\nELP Self-Assessmen\""},{"content":"4. Hafta|20-26 Nisan|                 \"Listening\nE10.8.L1. Students will be able to identify detailed information from podcasts in English.\nE10.8.L2. Students will be able to determine personal opinions about technology in a video/recorded text.\nPronunciation\nE10.8.P1. Students will be able to practice /w/ and /v/ sounds.\nEg. Wide /waıd/ very /verı/\nSpeaking\nE10.8.S1. Students will be able to make comments on innovations by stating causes and effects.\nE10.8.S2. Students will be able to talk about their preferences in technological devices.\nReading\nE10.8.R1. Students will be able to scan a text about the evolution of technology for specific information.\nE10.8.R2. Students will be able to evaluate the effects of social media in a written text to draw conclusions.\nWriting\nE10.8.W1. Students will be able to write a cause and effect paragraph about the importance of netiquette.\nE10.8.W2. Students will be able to write an online-digital collaborative story.\"","unit":"THEME 8: DIGITAL ERA","subject":"\"1. Stating personal opinions in everyday conversations\n2. Stating preferences\n3. Stating causes and effects\n4. Giving an extended description and detailed information about people/places/events\n\nI prefer tablets over notebooks to read online because…\nI believe social media will be more important in the future, so everyone should have basic computer skills.\nMy cousin Gary, who is only14 years old, can design his own tablet applications.\n1991 is the year when WWW became available for everyone.\nI think, I believe because, so, therefore\nI prefer…,\nI’d rather…,\nShe is my digital friend who has the coolest avatar.\nI watched a documentary which was about technology and the use of social media\"","description":"\"Movies\nE-poster Generators\nPodcasts\nOnline Animation Makers\nOnline Survey Generators\nMovie Makers\nE-posters/E-picture Galleries\nClass Blogs\nSample Blogs (online or offline)\nSample Emails\nRoleplays\nOnline Tele-Conversations and Recordings\nDebate\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\nELP Self-Assessmen\""},{"content":"5. Hafta|27 Nisan-03 Mayıs|                 \"Listening\nE10.9.L1. Students will be able to recognize the phrases related to imaginary situations in a recorded text.\nE10.9.L2. Students will be able to make use of contextual clues to infer meanings of unfamiliar words from a video about cartoons and superheroes/heroines.\nPronunciation\nE10.9.P1. Students will be able to practice the contraction of \"\"I would\"\"\nI’d /aɪd/\nSpeaking\nE10.9.S1. Students will be able to talk about their personal hero (who he/she is and why he/she is their hero/heroine).\nE10.9.S2. Students will be able to talk about what they would do if they were a hero(ine).\nReading\nE10.9.R1. Students will be able to guess the meaning of unfamiliar vocabulary using contextual clues from a text about modern heroes and heroines.\nE10.9.R2. Students will be able to interpret a text to identify the author’s wishes.\nWriting\nE10.9.W1. Students will be able to write a paragraph imagining themselves as a hero/heroine.\"","unit":"THEME 9: MODERN HEROES AND HEROINS","subject":"\"1.Talking about imaginary situations\n2. Expressing wishes\n3.Guessing meaning from the context\n\nIf I were a hero, my superpowers would be…\nIf I were a hero, I would help other people.\nIf I had superpowers, I would…\nIf I were invisible, I would…\nIf I were rich, I’d buy …\nIf I were you, I’d tell the truth.\nI wish I could fly.\n“My hero is… because…”\nAziz Sancar is our national modern hero because…\nI think Canan Dağdeviren is a modern heroine because…\nKenan Sofuoğlu is the most successful World Supersport rider of all time\nHe wishes he had some free time.\nI wish you were here.\"","description":"\"Movies\nBrainstorming\nCharts\nDiscussion of Pictures\nCartoons\nPicture clues\nReading short texts\nRoleplays\nWriting Short paragraphs\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK\nDISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"1. Hafta|04-10 Mayıs|                 \"Listening\nE10.9.L1. Students will be able to recognize the phrases related to imaginary situations in a recorded text.\nE10.9.L2. Students will be able to make use of contextual clues to infer meanings of unfamiliar words from a video about cartoons and superheroes/heroines.\nPronunciation\nE10.9.P1. Students will be able to practice the contraction of \"\"I would\"\"\nI’d /aɪd/\nSpeaking\nE10.9.S1. Students will be able to talk about their personal hero (who he/she is and why he/she is their hero/heroine).\nE10.9.S2. Students will be able to talk about what they would do if they were a hero(ine).\nReading\nE10.9.R1. Students will be able to guess the meaning of unfamiliar vocabulary using contextual clues from a text about modern heroes and heroines.\nE10.9.R2. Students will be able to interpret a text to identify the author’s wishes.\nWriting\nE10.9.W1. Students will be able to write a paragraph imagining themselves as a hero/heroine.\"","unit":"THEME 9: MODERN HEROES AND HEROINS","subject":"\"1.Talking about imaginary situations\n2. Expressing wishes\n3.Guessing meaning from the context\n\nIf I were a hero, my superpowers would be…\nIf I were a hero, I would help other people.\nIf I had superpowers, I would…\nIf I were invisible, I would…\nIf I were rich, I’d buy …\nIf I were you, I’d tell the truth.\nI wish I could fly.\n“My hero is… because…”\nAziz Sancar is our national modern hero because…\nI think Canan Dağdeviren is a modern heroine because…\nKenan Sofuoğlu is the most successful World Supersport rider of all time\nHe wishes he had some free time.\nI wish you were here.\"","description":"\"Movies\nBrainstorming\nCharts\nDiscussion of Pictures\nCartoons\nPicture clues\nReading short texts\nRoleplays\nWriting Short paragraphs\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK\nDISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"2. Hafta|11-17 Mayıs|                 \"Listening\nE10.9.L1. Students will be able to recognize the phrases related to imaginary situations in a recorded text.\nE10.9.L2. Students will be able to make use of contextual clues to infer meanings of unfamiliar words from a video about cartoons and superheroes/heroines.\nPronunciation\nE10.9.P1. Students will be able to practice the contraction of \"\"I would\"\"\nI’d /aɪd/\nSpeaking\nE10.9.S1. Students will be able to talk about their personal hero (who he/she is and why he/she is their hero/heroine).\nE10.9.S2. Students will be able to talk about what they would do if they were a hero(ine).\nReading\nE10.9.R1. Students will be able to guess the meaning of unfamiliar vocabulary using contextual clues from a text about modern heroes and heroines.\nE10.9.R2. Students will be able to interpret a text to identify the author’s wishes.\nWriting\nE10.9.W1. Students will be able to write a paragraph imagining themselves as a hero/heroine.\"","unit":"THEME 9: MODERN HEROES AND HEROINS","subject":"\"1.Talking about imaginary situations\n2. Expressing wishes\n3.Guessing meaning from the context\n\nIf I were a hero, my superpowers would be…\nIf I were a hero, I would help other people.\nIf I had superpowers, I would…\nIf I were invisible, I would…\nIf I were rich, I’d buy …\nIf I were you, I’d tell the truth.\nI wish I could fly.\n“My hero is… because…”\nAziz Sancar is our national modern hero because…\nI think Canan Dağdeviren is a modern heroine because…\nKenan Sofuoğlu is the most successful World Supersport rider of all time\nHe wishes he had some free time.\nI wish you were here.\"","description":"\"Movies\nBrainstorming\nCharts\nDiscussion of Pictures\nCartoons\nPicture clues\nReading short texts\nRoleplays\nWriting Short paragraphs\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK\nDISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"3. Hafta|18-24 Mayıs|                 \"Listening\nE10.9.L1. Students will be able to recognize the phrases related to imaginary situations in a recorded text.\nE10.9.L2. Students will be able to make use of contextual clues to infer meanings of unfamiliar words from a video about cartoons and superheroes/heroines.\nPronunciation\nE10.9.P1. Students will be able to practice the contraction of \"\"I would\"\"\nI’d /aɪd/\nSpeaking\nE10.9.S1. Students will be able to talk about their personal hero (who he/she is and why he/she is their hero/heroine).\nE10.9.S2. Students will be able to talk about what they would do if they were a hero(ine).\nReading\nE10.9.R1. Students will be able to guess the meaning of unfamiliar vocabulary using contextual clues from a text about modern heroes and heroines.\nE10.9.R2. Students will be able to interpret a text to identify the author’s wishes.\nWriting\nE10.9.W1. Students will be able to write a paragraph imagining themselves as a hero/heroine.\"","unit":"THEME 9: MODERN HEROES AND HEROINS","subject":"\"1.Talking about imaginary situations\n2. Expressing wishes\n3.Guessing meaning from the context\n\nIf I were a hero, my superpowers would be…\nIf I were a hero, I would help other people.\nIf I had superpowers, I would…\nIf I were invisible, I would…\nIf I were rich, I’d buy …\nIf I were you, I’d tell the truth.\nI wish I could fly.\n“My hero is… because…”\nAziz Sancar is our national modern hero because…\nI think Canan Dağdeviren is a modern heroine because…\nKenan Sofuoğlu is the most successful World Supersport rider of all time\nHe wishes he had some free time.\nI wish you were here.\"","description":"\"Movies\nBrainstorming\nCharts\nDiscussion of Pictures\nCartoons\nPicture clues\nReading short texts\nRoleplays\nWriting Short paragraphs\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK\nDISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\""},{"content":"4. Hafta|25-31 Mayıs|                 \"Listening\nE10.10.L1. Students will be able to categorize the descriptive vocabulary related to objects and people in a recorded text.\nE10.10.L2. Students will be able to fill in the blanks in a recorded dialogue in a clothes shop.\nPronunciation\nE10.10.P1. Students will be able to practice intonation in comparative and superlative structures.\nSpeaking\nE10.10.S1. Students will be able to compare clothes by using key words and phrases related to shopping.\nE10.10.S2. Students will be able to act out a dialogue in clothes shop.\nReading\nE10.10.R1. Students will be able to answer comprehension questions of a text on clothing in different cultures.\nWriting\nE10.10.W1. Students will be able to prepare a blog about new trends on technology/architecture/fashion etc…\nE10.10.W2. Students will be able to write an informative paragraph about prices and characteristics of a type of a product in order to compare their preferences.\"","unit":"THEME 10: SHOPPING","subject":"\"1. Making comparisons\n2. Talking about different kinds of clothing and shopping\n3. Describing objects, and people\n\nThe blue shirt is cheaper than the red one.\nThe white shirt is the cheapest.\nWhich one is more expensive?\nWhich is the cheapest one?\n-Do you have a larger size?\n-I want a smaller size shirt, please.\nI think the blue headscarf is nicer.\nI think this dress is much more stylish than the blue one.\nThe biggest shopping mall in the world is….\nThere are several choices for product X.\nYou can buy a smaller one for … TL.\nIt’s available in corner shops or online shopping sites (at lower prices).\nYou shouldn’t spend more than you earn.\nRepairing your laptop is cheaper than buying a new one.\"","description":"\"Movies\nPictures of Animals, People, and Places to Compare and Contrast\nRealia\nProduct Catalogues and Advertisements\nRoleplays\nGroup Problem Solving Activities\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\nELP Self-Assessment\""},{"content":"1. Hafta|01-07 Haziran|                 \"Listening\nE10.10.L1. Students will be able to categorize the descriptive vocabulary related to objects and people in a recorded text.\nE10.10.L2. Students will be able to fill in the blanks in a recorded dialogue in a clothes shop.\nPronunciation\nE10.10.P1. Students will be able to practice intonation in comparative and superlative structures.\nSpeaking\nE10.10.S1. Students will be able to compare clothes by using key words and phrases related to shopping.\nE10.10.S2. Students will be able to act out a dialogue in clothes shop.\nReading\nE10.10.R1. Students will be able to answer comprehension questions of a text on clothing in different cultures.\nWriting\nE10.10.W1. Students will be able to prepare a blog about new trends on technology/architecture/fashion etc…\nE10.10.W2. Students will be able to write an informative paragraph about prices and characteristics of a type of a product in order to compare their preferences.\"","unit":"THEME 10: SHOPPING","subject":"\"1. Making comparisons\n2. Talking about different kinds of clothing and shopping\n3. Describing objects, and people\n\nThe blue shirt is cheaper than the red one.\nThe white shirt is the cheapest.\nWhich one is more expensive?\nWhich is the cheapest one?\n-Do you have a larger size?\n-I want a smaller size shirt, please.\nI think the blue headscarf is nicer.\nI think this dress is much more stylish than the blue one.\nThe biggest shopping mall in the world is….\nThere are several choices for product X.\nYou can buy a smaller one for … TL.\nIt’s available in corner shops or online shopping sites (at lower prices).\nYou shouldn’t spend more than you earn.\nRepairing your laptop is cheaper than buying a new one.\"","description":"\"Movies\nPictures of Animals, People, and Places to Compare and Contrast\nRealia\nProduct Catalogues and Advertisements\nRoleplays\nGroup Problem Solving Activities\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\nELP Self-Assessment\""},{"content":"2. Hafta|08-14 Haziran|                             \"Listening\nE10.10.L1. Students will be able to categorize the descriptive vocabulary related to objects and people in a recorded text.\nE10.10.L2. Students will be able to fill in the blanks in a recorded dialogue in a clothes shop.\nPronunciation\nE10.10.P1. Students will be able to practice intonation in comparative and superlative structures.\nSpeaking\nE10.10.S1. Students will be able to compare clothes by using key words and phrases related to shopping.\nE10.10.S2. Students will be able to act out a dialogue in clothes shop.\nReading\nE10.10.R1. Students will be able to answer comprehension questions of a text on clothing in different cultures.\nWriting\nE10.10.W1. Students will be able to prepare a blog about new trends on technology/architecture/fashion etc…\nE10.10.W2. Students will be able to write an informative paragraph about prices and characteristics of a type of a product in order to compare their preferences.\"","unit":"THEME 10: SHOPPING","subject":"\"1. Making comparisons\n2. Talking about different kinds of clothing and shopping\n3. Describing objects, and people\n\nThe blue shirt is cheaper than the red one.\nThe white shirt is the cheapest.\nWhich one is more expensive?\nWhich is the cheapest one?\n-Do you have a larger size?\n-I want a smaller size shirt, please.\nI think the blue headscarf is nicer.\nI think this dress is much more stylish than the blue one.\nThe biggest shopping mall in the world is….\nThere are several choices for product X.\nYou can buy a smaller one for … TL.\nIt’s available in corner shops or online shopping sites (at lower prices).\nYou shouldn’t spend more than you earn.\nRepairing your laptop is cheaper than buying a new one.\"","description":"\"Movies\nPictures of Animals, People, and Places to Compare and Contrast\nRealia\nProduct Catalogues and Advertisements\nRoleplays\nGroup Problem Solving Activities\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\nELP Self-Assessment\""},{"content":"3. Hafta|15-21 Haziran|                 \"Listening\nE10.10.L1. Students will be able to categorize the descriptive vocabulary related to objects and people in a recorded text.\nE10.10.L2. Students will be able to fill in the blanks in a recorded dialogue in a clothes shop.\nPronunciation\nE10.10.P1. Students will be able to practice intonation in comparative and superlative structures.\nSpeaking\nE10.10.S1. Students will be able to compare clothes by using key words and phrases related to shopping.\nE10.10.S2. Students will be able to act out a dialogue in clothes shop.\nReading\nE10.10.R1. Students will be able to answer comprehension questions of a text on clothing in different cultures.\nWriting\nE10.10.W1. Students will be able to prepare a blog about new trends on technology/architecture/fashion etc…\nE10.10.W2. Students will be able to write an informative paragraph about prices and characteristics of a type of a product in order to compare their preferences.\"","unit":"THEME 10: SHOPPING","subject":"\"1. Making comparisons\n2. Talking about different kinds of clothing and shopping\n3. Describing objects, and people\n\nThe blue shirt is cheaper than the red one.\nThe white shirt is the cheapest.\nWhich one is more expensive?\nWhich is the cheapest one?\n-Do you have a larger size?\n-I want a smaller size shirt, please.\nI think the blue headscarf is nicer.\nI think this dress is much more stylish than the blue one.\nThe biggest shopping mall in the world is….\nThere are several choices for product X.\nYou can buy a smaller one for … TL.\nIt’s available in corner shops or online shopping sites (at lower prices).\nYou shouldn’t spend more than you earn.\nRepairing your laptop is cheaper than buying a new one.\"","description":"\"Movies\nPictures of Animals, People, and Places to Compare and Contrast\nRealia\nProduct Catalogues and Advertisements\nRoleplays\nGroup Problem Solving Activities\nSongs\nCommunicative Games\nIDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME\nTECH PACK\nE-PORTFOLIO ENTRY\nVIDEO BLOG ENTRY\nELP Self-Assessment\""},{"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"}],"id":"6950fdfeb25c7531f79d58d8"}