Expressing preferences / Giving explanations and reasons What do you prefer doing on summer holidays? —I would rather go rafting than canoeing because it is easier. —I prefer rafting to kayaking because it is more entertaining. Making comparisons I think bungee-jumping is more/less dangerous and challenging than canoeing. I think extreme sports are more exciting than indoor sports. amusing bungee-jumping canoeing caving challenging disappointing entertaining exciting extreme sports fascinating hang-gliding kayaking motor-racing paragliding rafting skateboarding take risks

Listening E8.6.L1.

Students will be able to follow a discussion on adventures. E8.6.L2.

Students will be able to understand the main points of simple messages.

Spoken Interaction E8.6.SI1.

Students will be able to interact with reasonable ease in short conversations. E8.6.SI2.

Students will be able to talk about comparisons, preferences and their reasons.

Spoken Production E8.6.SP1.

Students will be able to make comparisons about sports and games by using simple descriptive language.

Reading E8.6.R1.

Students will be able to understand short and simple texts to find the main points about adventures.

Writing E8.6.W1.

Students will be able to write a short and simple paragraph comparing two objects.

→ Bilim ve Teknoloji Haftası, İstiklâl Marşı'nın Kabulü ve Mehmet Akif Ersoy'u Anma Günü

Expressing preferences / Giving explanations and reasons What do you prefer doing on summer holidays? —I would rather go rafting than canoeing because it is easier. —I prefer rafting to kayaking because it is more entertaining. Making comparisons I think bungee-jumping is more/less dangerous and challenging than canoeing. I think extreme sports are more exciting than indoor sports. amusing bungee-jumping canoeing caving challenging disappointing entertaining exciting extreme sports fascinating hang-gliding kayaking motor-racing paragliding rafting skateboarding take risks

Listening E8.6.L1.

Students will be able to follow a discussion on adventures. E8.6.L2.

Students will be able to understand the main points of simple messages.

Spoken Interaction E8.6.SI1.

Students will be able to interact with reasonable ease in short conversations. E8.6.SI2.

Students will be able to talk about comparisons, preferences and their reasons.

Spoken Production E8.6.SP1.

Students will be able to make comparisons about sports and games by using simple descriptive language.

Reading E8.6.R1.

Students will be able to understand short and simple texts to find the main points about adventures.

Writing E8.6.W1.

Students will be able to write a short and simple paragraph comparing two objects.

→ Girişimcilik Haftası

Expressing preferences / Giving explanations and reasons What do you prefer doing on summer holidays? —I would rather go rafting than canoeing because it is easier. —I prefer rafting to kayaking because it is more entertaining. Making comparisons I think bungee-jumping is more/less dangerous and challenging than canoeing. I think extreme sports are more exciting than indoor sports. amusing bungee-jumping canoeing caving challenging disappointing entertaining exciting extreme sports fascinating hang-gliding kayaking motor-racing paragliding rafting skateboarding take risks

Listening E8.6.L1.

Students will be able to follow a discussion on adventures. E8.6.L2.

Students will be able to understand the main points of simple messages.

Spoken Interaction E8.6.SI1.

Students will be able to interact with reasonable ease in short conversations. E8.6.SI2.

Students will be able to talk about comparisons, preferences and their reasons.

Spoken Production E8.6.SP1.

Students will be able to make comparisons about sports and games by using simple descriptive language.

Reading E8.6.R1.

Students will be able to understand short and simple texts to find the main points about adventures.

Writing E8.6.W1.

Students will be able to write a short and simple paragraph comparing two objects.

Contexts 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 search the Internet and find towns/ cities from Turkey where different kinds of extreme sports can be performed. They prepare a poster in which they illustrate three of those sports.

→ Vergi Haftası, Yeşilay Haftası

Accepting and refusing / Making excuses Would you like to join our WhatsApp group? —Yes, sure/That sounds great. —No, thanks. I am really busy. Why don’t we chat online at two o’clock? I want to tell you something important. —I’m sorry, but I can’t. My internet is broken. What do you mean? Do you mean the Internet connection? —Yes. It isn’t working properly. account, -s attachment, -s browse browser, -s comment, -s confirm connection, -s delete download/upload log on/in/off register reply screen, -s search engine, -s sign in/up social networking site, -s website

Listening E8.5.L1.

Students will be able to understand the gist of oral texts. E8.5.L2.

Students will be able to comprehend phrases and related vocabulary items.

Spoken Interaction E8.5.SI1.

Students will be able to talk about their Internet habits. E8.5.SI2.

Students will be able to exchange information about the Internet.

Spoken Production E8.5.SP1.

Students will be able to make excuses, and to accept and refuse offers by using a series of phrases and simple sentences.

Reading E8.5.R1.

Students will be able to identify main ideas in short and simple texts about internet habits. E8.5.R2.

Students will be able to find specific information about the Internet in various texts.

Writing E8.5.W1.

Students will be able to write a basic paragraph to describe their internet habits.

Accepting and refusing / Making excuses Would you like to join our WhatsApp group? —Yes, sure/That sounds great. —No, thanks. I am really busy. Why don’t we chat online at two o’clock? I want to tell you something important. —I’m sorry, but I can’t. My internet is broken. What do you mean? Do you mean the Internet connection? —Yes. It isn’t working properly. account, -s attachment, -s browse browser, -s comment, -s confirm connection, -s delete download/upload log on/in/off register reply screen, -s search engine, -s sign in/up social networking site, -s website

Listening E8.5.L1.

Students will be able to understand the gist of oral texts. E8.5.L2.

Students will be able to comprehend phrases and related vocabulary items.

Spoken Interaction E8.5.SI1.

Students will be able to talk about their Internet habits. E8.5.SI2.

Students will be able to exchange information about the Internet.

Spoken Production E8.5.SP1.

Students will be able to make excuses, and to accept and refuse offers by using a series of phrases and simple sentences.

Reading E8.5.R1.

Students will be able to identify main ideas in short and simple texts about internet habits. E8.5.R2.

Students will be able to find specific information about the Internet in various texts.

Writing E8.5.W1.

Students will be able to write a basic paragraph to describe their internet habits.

Contexts Blogs Charts Diaries/Journal Entries E-mails Illustrations 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 prepare a poster to illustrate their internet habits and hang it on the classroom walls.

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.

Accepting and refusing / Making excuses Would you like to join our WhatsApp group? —Yes, sure/That sounds great. —No, thanks. I am really busy. Why don’t we chat online at two o’clock? I want to tell you something important. —I’m sorry, but I can’t. My internet is broken. What do you mean? Do you mean the Internet connection? —Yes. It isn’t working properly. account, -s attachment, -s browse browser, -s comment, -s confirm connection, -s delete download/upload log on/in/off register reply screen, -s search engine, -s sign in/up social networking site, -s website

Listening E8.5.L1.

Students will be able to understand the gist of oral texts. E8.5.L2.

Students will be able to comprehend phrases and related vocabulary items.

Spoken Interaction E8.5.SI1.

Students will be able to talk about their Internet habits. E8.5.SI2.

Students will be able to exchange information about the Internet.

Spoken Production E8.5.SP1.

Students will be able to make excuses, and to accept and refuse offers by using a series of phrases and simple sentences.

Reading E8.5.R1.

Students will be able to identify main ideas in short and simple texts about internet habits. E8.5.R2.

Students will be able to find specific information about the Internet in various texts.

Writing E8.5.W1.

Students will be able to write a basic paragraph to describe their internet habits.

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