Describing the actions happening currently My brother and his friends are preparing a science project nowadays. They are doing some research in the library. What kind of books are you reading in these days/currently? —I am reading a science fiction novel. —Currently, I am reading a book about space travel. Talking about past events Scientific achievements of the past century changed the world. For example, Archimedes invented the water screw. Researchers found some new fossils, and now they are working on them in the labs. Newton discovered the gravity of the matter and now scientists are exploring the solar gravity. cell, -s cure, -s discover do an experiment explode explore find out genius, -es high-tech invent lab, -s process, -es result, -s safety scientific search succeed test tube, -s vaccination, -s

Listening E8.9.L1.

Students will be able to recognize main ideas and key information in short oral texts about science.

Spoken Interaction E8.9.SI1.

Students will be able to talk about actions happening currently and in the past. E8.9.SI2.

Students will be able to involve in simple discussions about scientific achievements.

Spoken Production E8.9.SP1.

Students will be able to describe actions happening currently. E8.9.SP2.

Students will be able to present information about scientific achievements in a simple way.

Reading E8.9.R1.

Students will be able to understand short and simple texts about actions happening currently and in the past. E8.9.R2.

Students will be able to identify main ideas and supporting details in short texts about science.

Writing E8.9.W1.

Students will be able to write simple descriptions of scientific achievements in a short paragraph.

Contexts Advertisements Blogs Charts Diaries/Journal Entries E-mails Illustrations Lists Maps News Notes and Messages Podcasts Posters Questionnaires Reports Songs Stories Videos Websites Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Guessing Information/Opinion Gap Information Transfer Labeling Matching Questions and Answers Reordering Storytelling True/False/No information Assignments • Students keep expanding their visual dictionary by including new vocabulary items. • Students prepare a poster about scientific inventions/ discoveries.

→ Engelliler Haftası, Vakıflar Haftası

Expressing likes and dislikes I like it when my parents give me some pocket money. I don’t like it when my mom asks too many questions. Expressing obligation Do you have to help your parents in housework? —Well, I must help my parents to set the table. —I must help my brother to do his homework. We must respect the elderly/ people/ each other. My brother has to respect my rights. Expressing responsibilities I’m responsible for cooking dinner. S/he is in charge of taking out the garbage. Don’t you think it is necessary to tidy up your room? It is time to do the laundry. arrive on time clean up do the laundry doing chores iron keep quiet keep/break promises load/empty the dishwasher make the bed obey the rules return books set the table take out the garbage/trash tidy up to-do list wash/dry the dishes

Listening E8.8.L1.

Students will be able to identify the main points of a short talk describing the responsibilities of people. E8.8.L2.

Students will be able to understand obligations, likes and dislikes in various oral texts. E8.8.L3.

Students will be able to follow topic change during factual, short talks.

Spoken Interaction E8.8.SI1.

Students will be able to interact during simple, routine tasks requiring a direct exchange of information. E8.8.SI2.

Students will be able to talk about responsibilities.

Spoken Production E8.8.SP1.

Students will be able to express their obligations, likes and dislikes in simple terms.

Reading E8.8.R1.

Students will be able to understand various short and simple texts about responsibilities.

Writing E8.8.W1.

Students will be able to write short and simple poems/stories about their feelings and responsibilities.

→ Bilişim Haftası, Trafik ve İlkyardım Haftası, İş Sağlığı ve Güvenliği Haftası

Expressing likes and dislikes I like it when my parents give me some pocket money. I don’t like it when my mom asks too many questions. Expressing obligation Do you have to help your parents in housework? —Well, I must help my parents to set the table. —I must help my brother to do his homework. We must respect the elderly/ people/ each other. My brother has to respect my rights. Expressing responsibilities I’m responsible for cooking dinner. S/he is in charge of taking out the garbage. Don’t you think it is necessary to tidy up your room? It is time to do the laundry. arrive on time clean up do the laundry doing chores iron keep quiet keep/break promises load/empty the dishwasher make the bed obey the rules return books set the table take out the garbage/trash tidy up to-do list wash/dry the dishes

Listening E8.8.L1.

Students will be able to identify the main points of a short talk describing the responsibilities of people. E8.8.L2.

Students will be able to understand obligations, likes and dislikes in various oral texts. E8.8.L3.

Students will be able to follow topic change during factual, short talks.

Spoken Interaction E8.8.SI1.

Students will be able to interact during simple, routine tasks requiring a direct exchange of information. E8.8.SI2.

Students will be able to talk about responsibilities.

Spoken Production E8.8.SP1.

Students will be able to express their obligations, likes and dislikes in simple terms.

Reading E8.8.R1.

Students will be able to understand various short and simple texts about responsibilities.

Writing E8.8.W1.

Students will be able to write short and simple poems/stories about their feelings and responsibilities.

→ Kût'ül Amâre Zaferi

Expressing likes and dislikes I like it when my parents give me some pocket money. I don’t like it when my mom asks too many questions. Expressing obligation Do you have to help your parents in housework? —Well, I must help my parents to set the table. —I must help my brother to do his homework. We must respect the elderly/ people/ each other. My brother has to respect my rights. Expressing responsibilities I’m responsible for cooking dinner. S/he is in charge of taking out the garbage. Don’t you think it is necessary to tidy up your room? It is time to do the laundry. arrive on time clean up do the laundry doing chores iron keep quiet keep/break promises load/empty the dishwasher make the bed obey the rules return books set the table take out the garbage/trash tidy up to-do list wash/dry the dishes

Listening E8.8.L1.

Students will be able to identify the main points of a short talk describing the responsibilities of people. E8.8.L2.

Students will be able to understand obligations, likes and dislikes in various oral texts. E8.8.L3.

Students will be able to follow topic change during factual, short talks.

Spoken Interaction E8.8.SI1.

Students will be able to interact during simple, routine tasks requiring a direct exchange of information. E8.8.SI2.

Students will be able to talk about responsibilities.

Spoken Production E8.8.SP1.

Students will be able to express their obligations, likes and dislikes in simple terms.

Reading E8.8.R1.

Students will be able to understand various short and simple texts about responsibilities.

Writing E8.8.W1.

Students will be able to write short and simple poems/stories about their feelings and responsibilities.

Contexts Advertisements Blogs Charts Diaries/Journal Entries E-mails Illustrations Lists Notes and Messages Podcasts Posters Questionnaires Songs Stories Videos Websites Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Guessing Information/Opinion Gap Information Transfer Labeling Matching Questions and Answers Reordering Storytelling True/False/No information Assignments • Students keep expanding their visual dictionary by including new vocabulary items. • Students write a short paragraph explaining the responsibilities of their family members.

→ Ulusal Egemenlik ve Çocuk Bayramı

Describing places What do you think about Rome? Did you enjoy your trip? —It was incredible. It’s truly an ancient city, and the weather was just perfect. It is in fact usually warm and sunny in Rome. Expressing preferences Which one do you prefer? Historic sites or the seaside? —I’d rather visit historic sites because they are usually more interesting. Giving explanations/reasons —I think/guess/believe/suppose it is exciting. —In my opinion/to me, it is lovely. —In my opinion/to me, it sounds/looks fascinating. Making comparisons —In my opinion/to me, historical architecture is more beautiful than modern architecture. —I think/guess/believe/suppose all-inclusive hotels are more attractive than bed and breakfasts. Talking about experiences Have you ever been to …? —Yes, I have. —No, I have not. —I have been to Side before. —I have never been to Mardin. all-inclusive ancient architecture attraction, -s bed and breakfast countryside culture/cultural destination fascinating historic site, -s incredible resort, -s rural urban

Listening E8.7.L1.

Students will be able to understand and extract the specific information from short and simple oral texts.

Spoken Interaction E8.7.SI1.

Students will be able to exchange information about tourism. E8.7.SI2.

Students will be able to talk about their favorite tourist attractions by giving details.

Spoken Production E8.7.SP1.

Students will be able to express their preferences for particular tourist attractions and give reasons. E8.7.SP2.

Students will be able to make simple comparisons between different tourist attractions. E8.7.SP3.

Students will be able to express their experiences about places.

Reading E8.7.R1.

Students will be able to find specific information from various texts about tourism.

Writing E8.7.W1.

Students will be able to design a brochure, advertisement or a postcard about their favorite tourist attraction(s).

Contexts Advertisements Blogs Charts Diaries/Journal Entries E-mails Illustrations Maps Lists News Reports Notes and Messages Podcasts Posters Questionnaires Songs Stories Videos Websites Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Guessing Information/Opinion Gap Information Transfer Labeling Matching Questions and Answers Reordering Storytelling True/False/No information Assignments • Students keep expanding their visual dictionary by including new vocabulary items. • Students interview with the peers about their holiday preferences, and then they prepare a travel plan using maps and pictures to compare each destination.

Listening Different variations of matching (…the sentences with paragraphs … pictures with the sentences, etc.), Discriminating between phonemes, Identifying interlocutors’ intentions and implicatures, Listen and perform/complete an action (E.g.: Listen and draw/paint, listen and match, listen and put the correct order, listen and spot the mistake, etc.), Listen and tick (the words, the themes, the situations or events, the people, etc.), Omitting the irrelevant information, Putting into order/reordering, Recognizing phonemic variations, Selective listening for morphological structure and affixation, True/False/No information, Understanding overall meaning and supporting details, recognizing specific information, Questions and answers. Speaking Collaborative or singular drama performances (Simulations, Role-plays, Side-coaching), Debates, Group or pair discussions, Describing a picture/video/story, etc., Discussing a picture/video/story, etc., Giving short responses in specific situations, Information gap, Opinion gap, Reporting an event/anecdote, etc., Short presentations, Talking about a visual/table/chart, etc. Reading Different variations of matching (…the sentences with paragraphs, … pictures with the sentences, etc.), Finding specific information, Finding a title to a text, Identifying the gist and supporting details, Intensive reading, Read and perform / complete and action (E.g.: Read and guess the meaning of lexemes, Read and draw/paint, Read and solve the riddle), Solving a puzzle, Spotting text mechanics (reference, substitution, various types ellipses), True/False/No information, Transferring the text to a table/chart (Information transfer), Understanding the author’s intention, Questions and answers. Writing Describing a picture/visual/video, etc., Filling in a form (hotel check in form, job application form, etc.), Note taking/ making, Preparing an outline, Preparing a list (shopping list, a to-do list, etc.), Reporting a table or a chart, Rephrasing, Rewriting, Writing short notes, entries and responses, Writing a paragraph/e-mail/journal entry/etc., Writing a topic sentence/ thesis statement.

→ Turizm Haftası

Describing places What do you think about Rome? Did you enjoy your trip? —It was incredible. It’s truly an ancient city, and the weather was just perfect. It is in fact usually warm and sunny in Rome. Expressing preferences Which one do you prefer? Historic sites or the seaside? —I’d rather visit historic sites because they are usually more interesting. Giving explanations/reasons —I think/guess/believe/suppose it is exciting. —In my opinion/to me, it is lovely. —In my opinion/to me, it sounds/looks fascinating. Making comparisons —In my opinion/to me, historical architecture is more beautiful than modern architecture. —I think/guess/believe/suppose all-inclusive hotels are more attractive than bed and breakfasts. Talking about experiences Have you ever been to …? —Yes, I have. —No, I have not. —I have been to Side before. —I have never been to Mardin. all-inclusive ancient architecture attraction, -s bed and breakfast countryside culture/cultural destination fascinating historic site, -s incredible resort, -s rural urban

Listening E8.7.L1.

Students will be able to understand and extract the specific information from short and simple oral texts.

Spoken Interaction E8.7.SI1.

Students will be able to exchange information about tourism. E8.7.SI2.

Students will be able to talk about their favorite tourist attractions by giving details.

Spoken Production E8.7.SP1.

Students will be able to express their preferences for particular tourist attractions and give reasons. E8.7.SP2.

Students will be able to make simple comparisons between different tourist attractions. E8.7.SP3.

Students will be able to express their experiences about places.

Reading E8.7.R1.

Students will be able to find specific information from various texts about tourism.

Writing E8.7.W1.

Students will be able to design a brochure, advertisement or a postcard about their favorite tourist attraction(s).

→ Kanser Haftası, Dünya Sağlık Günün/Dünya Sağlık Haftası, Kişisel Verileri Koruma Günü

Describing places What do you think about Rome? Did you enjoy your trip? —It was incredible. It’s truly an ancient city, and the weather was just perfect. It is in fact usually warm and sunny in Rome. Expressing preferences Which one do you prefer? Historic sites or the seaside? —I’d rather visit historic sites because they are usually more interesting. Giving explanations/reasons —I think/guess/believe/suppose it is exciting. —In my opinion/to me, it is lovely. —In my opinion/to me, it sounds/looks fascinating. Making comparisons —In my opinion/to me, historical architecture is more beautiful than modern architecture. —I think/guess/believe/suppose all-inclusive hotels are more attractive than bed and breakfasts. Talking about experiences Have you ever been to …? —Yes, I have. —No, I have not. —I have been to Side before. —I have never been to Mardin. all-inclusive ancient architecture attraction, -s bed and breakfast countryside culture/cultural destination fascinating historic site, -s incredible resort, -s rural urban

EXAMINATION WEEK Listening E8.7.L1.

Students will be able to understand and extract the specific information from short and simple oral texts.

Spoken Interaction E8.7.SI1.

Students will be able to exchange information about tourism. E8.7.SI2.

Students will be able to talk about their favorite tourist attractions by giving details.

Spoken Production E8.7.SP1.

Students will be able to express their preferences for particular tourist attractions and give reasons. E8.7.SP2.

Students will be able to make simple comparisons between different tourist attractions. E8.7.SP3.

Students will be able to express their experiences about places.

Reading E8.7.R1.

Students will be able to find specific information from various texts about tourism.

Writing E8.7.W1.

Students will be able to design a brochure, advertisement or a postcard about their favorite tourist attraction(s).

Contexts Advertisements Blogs Charts Diaries/Journal Entries E-mails Illustrations Maps Lists News Reports Notes and Messages Podcasts Posters Questionnaires Songs Stories Videos Websites Tasks/Activities Drama (Role Play, Simulation, Pantomime) Find Someone Who … Games Guessing Information/Opinion Gap Information Transfer Labeling Matching Questions and Answers Reordering Storytelling True/False/No information Assignments • Students keep expanding their visual dictionary by including new vocabulary items. • Students interview with the peers about their holiday preferences, and then they prepare a travel plan using maps and pictures to compare each destination.

Listening Different variations of matching (…the sentences with paragraphs … pictures with the sentences, etc.), Discriminating between phonemes, Identifying interlocutors’ intentions and implicatures, Listen and perform/complete an action (E.g.: Listen and draw/paint, listen and match, listen and put the correct order, listen and spot the mistake, etc.), Listen and tick (the words, the themes, the situations or events, the people, etc.), Omitting the irrelevant information, Putting into order/reordering, Recognizing phonemic variations, Selective listening for morphological structure and affixation, True/False/No information, Understanding overall meaning and supporting details, recognizing specific information, Questions and answers. Speaking Collaborative or singular drama performances (Simulations, Role-plays, Side-coaching), Debates, Group or pair discussions, Describing a picture/video/story, etc., Discussing a picture/video/story, etc., Giving short responses in specific situations, Information gap, Opinion gap, Reporting an event/anecdote, etc., Short presentations, Talking about a visual/table/chart, etc. Reading Different variations of matching (…the sentences with paragraphs, … pictures with the sentences, etc.), Finding specific information, Finding a title to a text, Identifying the gist and supporting details, Intensive reading, Read and perform / complete and action (E.g.: Read and guess the meaning of lexemes, Read and draw/paint, Read and solve the riddle), Solving a puzzle, Spotting text mechanics (reference, substitution, various types ellipses), True/False/No information, Transferring the text to a table/chart (Information transfer), Understanding the author’s intention, Questions and answers. Writing Describing a picture/visual/video, etc., Filling in a form (hotel check in form, job application form, etc.), Note taking/ making, Preparing an outline, Preparing a list (shopping list, a to-do list, etc.), Reporting a table or a chart, Rephrasing, Rewriting, Writing short notes, entries and responses, Writing a paragraph/e-mail/journal entry/etc., Writing a topic sentence/ thesis statement.

→ Kütüphaneler Haftası, Kanser Haftası, Dünya Otizm Farkındalık Günü