Talking about mysterious events, people or places Giving additional information about mysterious events Using expressions to make a summary -Mary Celeste had sailed from New York on November 7th with her passengers, but when she was found, there was nobody in it. -What happened to Mary Celeste? -Nobody knows. -Is there any surprising news? -Let me check. According to external media, which exaggerates everything, two undefined flying objects appeared in the sky. -What are the facts about Nessie? Is it a myth? -Yes, some say it's a myth, but it has been claimed that Loch Ness Monster, which was first time reported in AD 565, is a living dinosaur in the Ness River. In this picture it seems as if... The lady seems to... Maybe... I think... ... might be a symbol of... The atmosphere is peaceful/ depressing... -What are the suspects' names and occupations? -Paul is a mayor, Linda is... -How did Linda relate to the victim? -She was his close friend. -Was she in love with him? Looking at the whole picture, it is clear that... Considering all the points mentioned, we can see that... What can we conclude from this discussion? What do all these facts mean?

Listening • Students will be able to catch the specific information in the recorded text. • Students will be able to put the events into chronological order after listening.

Pronunciation • Students will be able to practice sentence intonation and stress.

Speaking • Students will be able to narrate mysterious events they've heard/ lived. • Students will be able to comment on photographs related to mysterious events. • Students will be able to take roles in a murder mystery game by working together to discover the identity of the murderer and motive for the murder. • Students will be able to use expressions to make a summary of their own speech.

Reading • Students will be able to find out general and specific information in the text. • Students will be able to guess the meaning of unknown words by using context. • Students will be able to complete the sentences with the prepositions in the text. • Students will be able to identify defining and nondefining information about events, people or places.

Writing • Students will be able to write a mystery event that they have read or seen on TV or their own mysteries. • Students will be able to use subordinating conjunctions to combine sentences.

TV/Radio Recordings Reorder Note Taking Oral Presentations Internet Website Descriptive Texts Comics Pictures Summarizing Print Media Project (e.g. Producing a story) Jigsaw Puzzle IDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME TECH PACK E-PORTFOLIO ENTRY VIDEO BLOG ENTRY READING TIME EBA

Talking about mysterious events, people or places Giving additional information about mysterious events Using expressions to make a summary -Mary Celeste had sailed from New York on November 7th with her passengers, but when she was found, there was nobody in it. -What happened to Mary Celeste? -Nobody knows. -Is there any surprising news? -Let me check. According to external media, which exaggerates everything, two undefined flying objects appeared in the sky. -What are the facts about Nessie? Is it a myth? -Yes, some say it's a myth, but it has been claimed that Loch Ness Monster, which was first time reported in AD 565, is a living dinosaur in the Ness River. In this picture it seems as if... The lady seems to... Maybe... I think... ... might be a symbol of... The atmosphere is peaceful/ depressing... -What are the suspects' names and occupations? -Paul is a mayor, Linda is... -How did Linda relate to the victim? -She was his close friend. -Was she in love with him? Looking at the whole picture, it is clear that... Considering all the points mentioned, we can see that... What can we conclude from this discussion? What do all these facts mean?

Listening • Students will be able to catch the specific information in the recorded text. • Students will be able to put the events into chronological order after listening.

Pronunciation • Students will be able to practice sentence intonation and stress.

Speaking • Students will be able to narrate mysterious events they've heard/ lived. • Students will be able to comment on photographs related to mysterious events. • Students will be able to take roles in a murder mystery game by working together to discover the identity of the murderer and motive for the murder. • Students will be able to use expressions to make a summary of their own speech.

Reading • Students will be able to find out general and specific information in the text. • Students will be able to guess the meaning of unknown words by using context. • Students will be able to complete the sentences with the prepositions in the text. • Students will be able to identify defining and nondefining information about events, people or places.

Writing • Students will be able to write a mystery event that they have read or seen on TV or their own mysteries. • Students will be able to use subordinating conjunctions to combine sentences.

TV/Radio Recordings Reorder Note Taking Oral Presentations Internet Website Descriptive Texts Comics Pictures Summarizing Print Media Project (e.g. Producing a story) Jigsaw Puzzle IDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME TECH PACK E-PORTFOLIO ENTRY VIDEO BLOG ENTRY READING TIME EBA

Talking about mysterious events, people or places Giving additional information about mysterious events Using expressions to make a summary -Mary Celeste had sailed from New York on November 7th with her passengers, but when she was found, there was nobody in it. -What happened to Mary Celeste? -Nobody knows. -Is there any surprising news? -Let me check. According to external media, which exaggerates everything, two undefined flying objects appeared in the sky. -What are the facts about Nessie? Is it a myth? -Yes, some say it's a myth, but it has been claimed that Loch Ness Monster, which was first time reported in AD 565, is a living dinosaur in the Ness River. In this picture it seems as if... The lady seems to... Maybe... I think... ... might be a symbol of... The atmosphere is peaceful/ depressing... -What are the suspects' names and occupations? -Paul is a mayor, Linda is... -How did Linda relate to the victim? -She was his close friend. -Was she in love with him? Looking at the whole picture, it is clear that... Considering all the points mentioned, we can see that... What can we conclude from this discussion? What do all these facts mean?

Listening • Students will be able to catch the specific information in the recorded text. • Students will be able to put the events into chronological order after listening.

Pronunciation • Students will be able to practice sentence intonation and stress.

Speaking • Students will be able to narrate mysterious events they've heard/ lived. • Students will be able to comment on photographs related to mysterious events. • Students will be able to take roles in a murder mystery game by working together to discover the identity of the murderer and motive for the murder. • Students will be able to use expressions to make a summary of their own speech.

Reading • Students will be able to find out general and specific information in the text. • Students will be able to guess the meaning of unknown words by using context. • Students will be able to complete the sentences with the prepositions in the text. • Students will be able to identify defining and nondefining information about events, people or places.

Writing • Students will be able to write a mystery event that they have read or seen on TV or their own mysteries. • Students will be able to use subordinating conjunctions to combine sentences.

TV/Radio Recordings Reorder Note Taking Oral Presentations Internet Website Descriptive Texts Comics Pictures Summarizing Print Media Project (e.g. Producing a story) Jigsaw Puzzle IDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME TECH PACK E-PORTFOLIO ENTRY VIDEO BLOG ENTRY READING TIME EBA

YARIYIL TATİLİ: 19 Ocak - 30 Ocak

YARIYIL TATİLİ: 19 Ocak - 30 Ocak

YARIYIL TATİLİ: 19 Ocak - 30 Ocak

YARIYIL TATİLİ: 19 Ocak - 30 Ocak

YARIYIL TATİLİ: 19 Ocak - 30 Ocak

YARIYIL TATİLİ: 19 Ocak - 30 Ocak

Making comments Reporting beliefs Using fillers Some people in India believe that they will have bad luck if... It is believed that in order to bring good luck and to keep nightmares away, you must hang a horseshoe in the bedroom. In China on New Year's Day, dirt shouldn't be swept out of the house because if someone does it, he will sweep away good fortune too. She explained that... He didn't tell me... She asked me what... Three days later, the police reported one flying object to be seen in the sky. -Let's have the meeting on Sunday. -No way! Sunday is the thirteenth, an unlucky day. -Are there any similarities between superstitions and blind belief? -Yes. We can say that superstition's an excessive belief in supernatural powers. -OK. What's blind belief based on? -Only pure ignorance, illiteracy of people. The reason I believe that is... The recent researches shows that... As seen in this paragraph... Let me see/ think Well to be honest... It's difficult to say... To cut a long story short...

Listening • Students will be able to listen to an authentic audio script such as a radio programme to fill in the table with different beliefs and superstitions in different countries. • Students will be able to listen to a song and complete the gaps in the lyrics.

Pronunciation • Students will be able to practice reduction of auxiliaries in questions.

Speaking • Students will be able to search superstitions all around the world through internet to report. • Students will be able to discuss whether the given superstitions are blind belief or make sense. • Students will be able to discuss about the reasons why people believe superstitions. • Students will be able to use fillers when necessary.

Reading • Students will be able to find out specific information in the text to answer the questions. • Students will be able to identify author's viewpoint. • Students will be able to match vocabulary with the correct meaning. • Students will be able to replace the synonyms/ antonyms in text.

Writing • Students will be able to write an essay on the effects of superstitions and blind beliefs on social life. • Students will be able to use linking words in their writings.

Authentic Audio Script Informal Debate Note-taking Oral Presentations Newspapers Conferences Commentaries Internet Website Writing a Report IDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME TECH PACK E-PORTFOLIO ENTRY VIDEO BLOG ENTRY READING TIME EBA

Making comments Reporting beliefs Using fillers Some people in India believe that they will have bad luck if... It is believed that in order to bring good luck and to keep nightmares away, you must hang a horseshoe in the bedroom. In China on New Year's Day, dirt shouldn't be swept out of the house because if someone does it, he will sweep away good fortune too. She explained that... He didn't tell me... She asked me what... Three days later, the police reported one flying object to be seen in the sky. -Let's have the meeting on Sunday. -No way! Sunday is the thirteenth, an unlucky day. -Are there any similarities between superstitions and blind belief? -Yes. We can say that superstition's an excessive belief in supernatural powers. -OK. What's blind belief based on? -Only pure ignorance, illiteracy of people. The reason I believe that is... The recent researches shows that... As seen in this paragraph... Let me see/ think Well to be honest... It's difficult to say... To cut a long story short...

Listening • Students will be able to listen to an authentic audio script such as a radio programme to fill in the table with different beliefs and superstitions in different countries. • Students will be able to listen to a song and complete the gaps in the lyrics.

Pronunciation • Students will be able to practice reduction of auxiliaries in questions.

Speaking • Students will be able to search superstitions all around the world through internet to report. • Students will be able to discuss whether the given superstitions are blind belief or make sense. • Students will be able to discuss about the reasons why people believe superstitions. • Students will be able to use fillers when necessary.

Reading • Students will be able to find out specific information in the text to answer the questions. • Students will be able to identify author's viewpoint. • Students will be able to match vocabulary with the correct meaning. • Students will be able to replace the synonyms/ antonyms in text.

Writing • Students will be able to write an essay on the effects of superstitions and blind beliefs on social life. • Students will be able to use linking words in their writings.

Authentic Audio Script Informal Debate Note-taking Oral Presentations Newspapers Conferences Commentaries Internet Website Writing a Report IDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME TECH PACK E-PORTFOLIO ENTRY VIDEO BLOG ENTRY READING TIME EBA

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