10 Natural Forces

Making predictions about the future (Giving reasons and results) —I think we will have water shortage in the future because we waste too much water. So we should/must stop wasting water sources. —I think there will be serious droughts. So schools should educate students to use less water. Do you think there will be a water shortage? —Yes. There won’t be enough water. —No. There will be a lot of rain in the future. avalanche, -s disaster, -s drought, -s earthquake, -s erosion flood, -s global warming hurricane, -s land slide, -s melt suffer survivor, -s tornado, -es tsunami, s volcano, -es

EXAMINATION WEEK Listening E8.10.L1. Students will be able to identify the main points of TV news about natural forces and disasters. Spoken Interaction E8.10.SI1. Students will be able to talk about predictions concerning future of the Earth. E8.10.SI2. Students will be able to negotiate reasons and results to support their predictions about natural forces and disasters. Spoken Production E8.10.SP1. Students will be able to express predictions concerning future of the Earth. E8.10.SP2. Students will be able to give reasons and results to support their predictions about natural forces and disasters. Reading E8.10.R1. Students will be able to identify specific information in simple texts about natural forces and disasters. Writing E8.10.W1. Students will be able to write a short and simple paragraph about reasons and results of natural forces and disasters.

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.

Hayat Boyu Öğrenme Haftası

10 Natural Forces

Making predictions about the future (Giving reasons and results) —I think we will have water shortage in the future because we waste too much water. So we should/must stop wasting water sources. —I think there will be serious droughts. So schools should educate students to use less water. Do you think there will be a water shortage? —Yes. There won’t be enough water. —No. There will be a lot of rain in the future. avalanche, -s disaster, -s drought, -s earthquake, -s erosion flood, -s global warming hurricane, -s land slide, -s melt suffer survivor, -s tornado, -es tsunami, s volcano, -es

Listening E8.10.L1. Students will be able to identify the main points of TV news about natural forces and disasters. Spoken Interaction E8.10.SI1. Students will be able to talk about predictions concerning future of the Earth. E8.10.SI2. Students will be able to negotiate reasons and results to support their predictions about natural forces and disasters. Spoken Production E8.10.SP1. Students will be able to express predictions concerning future of the Earth. E8.10.SP2. Students will be able to give reasons and results to support their predictions about natural forces and disasters. Reading E8.10.R1. Students will be able to identify specific information in simple texts about natural forces and disasters. Writing E8.10.W1. Students will be able to write a short and simple paragraph about reasons and results of natural forces and disasters.

9 Science

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.

Müzeler Haftası, Atatürk'ü Anma ve Gençlik ve Spor Bayramı

9 Science

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.

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

8 Chores

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.

8 Chores

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.

Turizm Haftası