2025-2026 EĞİTİM-ÖRETİM YILI ..........................................................................
10. SINIF İNGLZCE DERSİ ÜNİTELENDRİLMİŞ YILLIK PLANI
| Ay | Hafta | Saat | Ünite | Konu | Kazanım | Kazanım Açıklaması | Etkinlik |
|---|---|---|---|---|---|---|---|
| EYLÜL |
1. Hafta:
08-12 Eylül
|
4 | Theme 1: Sports | • Talking about present activities and events • Asking for and giving information • Commenting on mistakes • Talking about national, moral and cultural values glasses /g/ jacket /dʒ/ - I believe that my daughter will beat her opponent tomorrow. - Daily News, “Fire breaks out in the hotel room where the players stay.” - The football match starts in the stadium at 6 p.m. - It’s only 3 p.m. But supporters are coming to the stadium. - Have you ever heard of a woman who crossed the Antarctic so far? - Yes. A teacher has become the first woman to cross the Antarctic so far. - It’s impossible to beat you. I give in. - Come on! You’re not done yet. - The Kırkpınar Oil Wrestling Festival takes place in Edirne, Turkey. The oil man oils the wrestlers… - He is a very successful scuba diver. - Yes, he is, because he took diving up when he was five. - She gave up climbing after having broken his leg. Then things are starting to look up. - You mean everything is OK now. - That wasn’t very clever! - What a total disaster! - What a stupid mistake! - He made a mess of it. Competition is not ethical. It’s reasonable that winners are crowned. But the allure of winning sometimes draws even true competitors to unethical behaviours. | Listening • Students will be able to use given pictures to predict the content. • Students will be able to match the words with the pictures. • Students will be able to listen for details to complete the table. Pronunciation • Students will be able to practise /g/ and /dʒ/ sounds. Speaking • Students will be able to tell events that are fixed on a schedule or a calendar. • Students will be able to make a presentation about extreme sports. • Students will be able to use expressions about commenting on mistakes according to given situations. • Students will be able to talk about ethical values in sports. • Students will be able to talk about Turkish traditional/national sports such as wrestling, javelin. Reading • Students will be able to skim and scan a newspaper article about extreme sports. • Students will be able to identify transitive and intransitive verbs related to the topic. • Students will be able to answer the comprehension questions about sports and sport events in the text. Writing • Students will be able to draft the topic and supporting sentences of their writings. • Students will be able to write about an extreme sport for their own sports magazine. • Students will be able to design their own sports magazine in groups. | Uluslararası Temiz Hava Günü | |
| EYLÜL |
2. Hafta:
15-19 Eylül
|
4 | Theme 1: Sports | • Talking about present activities and events • Asking for and giving information • Commenting on mistakes • Talking about national, moral and cultural values glasses /g/ jacket /dʒ/ - I believe that my daughter will beat her opponent tomorrow. - Daily News, “Fire breaks out in the hotel room where the players stay.” - The football match starts in the stadium at 6 p.m. - It’s only 3 p.m. But supporters are coming to the stadium. - Have you ever heard of a woman who crossed the Antarctic so far? - Yes. A teacher has become the first woman to cross the Antarctic so far. - It’s impossible to beat you. I give in. - Come on! You’re not done yet. - The Kırkpınar Oil Wrestling Festival takes place in Edirne, Turkey. The oil man oils the wrestlers… - He is a very successful scuba diver. - Yes, he is, because he took diving up when he was five. - She gave up climbing after having broken his leg. Then things are starting to look up. - You mean everything is OK now. - That wasn’t very clever! - What a total disaster! - What a stupid mistake! - He made a mess of it. Competition is not ethical. It’s reasonable that winners are crowned. But the allure of winning sometimes draws even true competitors to unethical behaviours. | Listening • Students will be able to use given pictures to predict the content. • Students will be able to match the words with the pictures. • Students will be able to listen for details to complete the table. Pronunciation • Students will be able to practise /g/ and /dʒ/ sounds. Speaking • Students will be able to tell events that are fixed on a schedule or a calendar. • Students will be able to make a presentation about extreme sports. • Students will be able to use expressions about commenting on mistakes according to given situations. • Students will be able to talk about ethical values in sports. • Students will be able to talk about Turkish traditional/national sports such as wrestling, javelin. Reading • Students will be able to skim and scan a newspaper article about extreme sports. • Students will be able to identify transitive and intransitive verbs related to the topic. • Students will be able to answer the comprehension questions about sports and sport events in the text. Writing • Students will be able to draft the topic and supporting sentences of their writings. • Students will be able to write about an extreme sport for their own sports magazine. • Students will be able to design their own sports magazine in groups. | İlköğretim Haftası, Mevlid-i Nebî Haftası, Öğrenciler Günü, Gaziler Günü | |
| EYLÜL |
3. Hafta:
22-26 Eylül
|
4 | Theme 1: Sports | • Talking about present activities and events • Asking for and giving information • Commenting on mistakes • Talking about national, moral and cultural values glasses /g/ jacket /dʒ/ - I believe that my daughter will beat her opponent tomorrow. - Daily News, “Fire breaks out in the hotel room where the players stay.” - The football match starts in the stadium at 6 p.m. - It’s only 3 p.m. But supporters are coming to the stadium. - Have you ever heard of a woman who crossed the Antarctic so far? - Yes. A teacher has become the first woman to cross the Antarctic so far. - It’s impossible to beat you. I give in. - Come on! You’re not done yet. - The Kırkpınar Oil Wrestling Festival takes place in Edirne, Turkey. The oil man oils the wrestlers… - He is a very successful scuba diver. - Yes, he is, because he took diving up when he was five. - She gave up climbing after having broken his leg. Then things are starting to look up. - You mean everything is OK now. - That wasn’t very clever! - What a total disaster! - What a stupid mistake! - He made a mess of it. Competition is not ethical. It’s reasonable that winners are crowned. But the allure of winning sometimes draws even true competitors to unethical behaviours. | Listening • Students will be able to use given pictures to predict the content. • Students will be able to match the words with the pictures. • Students will be able to listen for details to complete the table. Pronunciation • Students will be able to practise /g/ and /dʒ/ sounds. Speaking • Students will be able to tell events that are fixed on a schedule or a calendar. • Students will be able to make a presentation about extreme sports. • Students will be able to use expressions about commenting on mistakes according to given situations. • Students will be able to talk about ethical values in sports. • Students will be able to talk about Turkish traditional/national sports such as wrestling, javelin. Reading • Students will be able to skim and scan a newspaper article about extreme sports. • Students will be able to identify transitive and intransitive verbs related to the topic. • Students will be able to answer the comprehension questions about sports and sport events in the text. Writing • Students will be able to draft the topic and supporting sentences of their writings. • Students will be able to write about an extreme sport for their own sports magazine. • Students will be able to design their own sports magazine in groups. | ||
| EKİM |
4. Hafta:
29 Eylül-
03 Ekim
|
4 | Theme 1: Sports | • Talking about present activities and events • Asking for and giving information • Commenting on mistakes • Talking about national, moral and cultural values glasses /g/ jacket /dʒ/ - I believe that my daughter will beat her opponent tomorrow. - Daily News, “Fire breaks out in the hotel room where the players stay.” - The football match starts in the stadium at 6 p.m. - It’s only 3 p.m. But supporters are coming to the stadium. - Have you ever heard of a woman who crossed the Antarctic so far? - Yes. A teacher has become the first woman to cross the Antarctic so far. - It’s impossible to beat you. I give in. - Come on! You’re not done yet. - The Kırkpınar Oil Wrestling Festival takes place in Edirne, Turkey. The oil man oils the wrestlers… - He is a very successful scuba diver. - Yes, he is, because he took diving up when he was five. - She gave up climbing after having broken his leg. Then things are starting to look up. - You mean everything is OK now. - That wasn’t very clever! - What a total disaster! - What a stupid mistake! - He made a mess of it. Competition is not ethical. It’s reasonable that winners are crowned. But the allure of winning sometimes draws even true competitors to unethical behaviours. | Listening • Students will be able to use given pictures to predict the content. • Students will be able to match the words with the pictures. • Students will be able to listen for details to complete the table. Pronunciation • Students will be able to practise /g/ and /dʒ/ sounds. Speaking • Students will be able to tell events that are fixed on a schedule or a calendar. • Students will be able to make a presentation about extreme sports. • Students will be able to use expressions about commenting on mistakes according to given situations. • Students will be able to talk about ethical values in sports. • Students will be able to talk about Turkish traditional/national sports such as wrestling, javelin. Reading • Students will be able to skim and scan a newspaper article about extreme sports. • Students will be able to identify transitive and intransitive verbs related to the topic. • Students will be able to answer the comprehension questions about sports and sport events in the text. Writing • Students will be able to draft the topic and supporting sentences of their writings. • Students will be able to write about an extreme sport for their own sports magazine. • Students will be able to design their own sports magazine in groups. | Disleksi Haftası, Dünya Disleksi Günü | |
| EKİM |
5. Hafta:
06-10 Ekim
|
4 | Theme 2 : Classics | • Talking about events in the past • Talking about movies, books, music • Expressing preferences - You look exhausted. Why? - I read throughout Les Misérables the day before and my eyes are extremely tired. - Who rescued the lady from great fire in London in 1666? - The lady was rescued by a man who was working in nearby the garage. John would rather not go to Rose’s reading club, because he said he isn’t keen on the authors they read. - Would you prefer to watch a horror film? - No, I’d prefer to watch a romantic film rather than a horror film. ‘All the world’s a stage, And all the men and women merely players; They have their exits and their entrance And one man in his time plays many parts, His acts being seven ages…’ — William Shakespeare The Great Gatsby is told by a third person narrator Nick Carraway. He was once Gatsby’s neighbour. The setting of the story is 20’s America, rich environment. The climax occurs when Myrtle is killed. The Great Gatsby is a love story like Romeo… and the pursuit of the American dream. | Listening • Students will be able to put the past events in the correct order by listening to recorded text. • Students will be able to express their feelings after listening to a variety of classic movie soundtracks. Pronunciation • Students will be able to practice sentence stress correctly. Speaking • Students will be able to talk about their past life. • Students will be able to express their preferences about movies or books and reasons for their preferences. • Students will be able to share their thoughts about a book they read or a movie they have watched. • Students will be able to analyze character traits in books or movies they have read or watched. Reading • Students will be able to read a text about a well-known person such as a performer, film director, composer or an author and his/her works. • Students will be able to analyze the short story or movie finding out its plot, setting, characters and climax. • Students will be able to determine the meaning of new vocabulary using context clues. • Students will be able to interpret a poem. Writing • Students will be able to write a short descriptive paragraph about a movie or novel poster. • Students will be able to make an outline of their reviews. • Students will be able to write a film or a book review. | Ahilik Kültürü Haftası | |
| EKİM |
6. Hafta:
13-17 Ekim
|
4 | Theme 2 : Classics | • Talking about events in the past • Talking about movies, books, music • Expressing preferences - You look exhausted. Why? - I read throughout Les Misérables the day before and my eyes are extremely tired. - Who rescued the lady from great fire in London in 1666? - The lady was rescued by a man who was working in nearby the garage. John would rather not go to Rose’s reading club, because he said he isn’t keen on the authors they read. - Would you prefer to watch a horror film? - No, I’d prefer to watch a romantic film rather than a horror film. ‘All the world’s a stage, And all the men and women merely players; They have their exits and their entrance And one man in his time plays many parts, His acts being seven ages…’ — William Shakespeare The Great Gatsby is told by a third person narrator Nick Carraway. He was once Gatsby’s neighbour. The setting of the story is 20’s America, rich environment. The climax occurs when Myrtle is killed. The Great Gatsby is a love story like Romeo… and the pursuit of the American dream. | Listening • Students will be able to put the past events in the correct order by listening to recorded text. • Students will be able to express their feelings after listening to a variety of classic movie soundtracks. Pronunciation • Students will be able to practice sentence stress correctly. Speaking • Students will be able to talk about their past life. • Students will be able to express their preferences about movies or books and reasons for their preferences. • Students will be able to share their thoughts about a book they read or a movie they have watched. • Students will be able to analyze character traits in books or movies they have read or watched. Reading • Students will be able to read a text about a well-known person such as a performer, film director, composer or an author and his/her works. • Students will be able to analyze the short story or movie finding out its plot, setting, characters and climax. • Students will be able to determine the meaning of new vocabulary using context clues. • Students will be able to interpret a poem. Writing • Students will be able to write a short descriptive paragraph about a movie or novel poster. • Students will be able to make an outline of their reviews. • Students will be able to write a film or a book review. | ||
| EKİM |
7. Hafta:
20-24 Ekim
|
4 | Theme 2 : Classics | • Talking about events in the past • Talking about movies, books, music • Expressing preferences - You look exhausted. Why? - I read throughout Les Misérables the day before and my eyes are extremely tired. - Who rescued the lady from great fire in London in 1666? - The lady was rescued by a man who was working in nearby the garage. John would rather not go to Rose’s reading club, because he said he isn’t keen on the authors they read. - Would you prefer to watch a horror film? - No, I’d prefer to watch a romantic film rather than a horror film. ‘All the world’s a stage, And all the men and women merely players; They have their exits and their entrance And one man in his time plays many parts, His acts being seven ages…’ — William Shakespeare The Great Gatsby is told by a third person narrator Nick Carraway. He was once Gatsby’s neighbour. The setting of the story is 20’s America, rich environment. The climax occurs when Myrtle is killed. The Great Gatsby is a love story like Romeo… and the pursuit of the American dream. | Listening • Students will be able to put the past events in the correct order by listening to recorded text. • Students will be able to express their feelings after listening to a variety of classic movie soundtracks. Pronunciation • Students will be able to practice sentence stress correctly. Speaking • Students will be able to talk about their past life. • Students will be able to express their preferences about movies or books and reasons for their preferences. • Students will be able to share their thoughts about a book they read or a movie they have watched. • Students will be able to analyze character traits in books or movies they have read or watched. Reading • Students will be able to read a text about a well-known person such as a performer, film director, composer or an author and his/her works. • Students will be able to analyze the short story or movie finding out its plot, setting, characters and climax. • Students will be able to determine the meaning of new vocabulary using context clues. • Students will be able to interpret a poem. Writing • Students will be able to write a short descriptive paragraph about a movie or novel poster. • Students will be able to make an outline of their reviews. • Students will be able to write a film or a book review. | ||
| EKİM |
8. Hafta:
27-31 Ekim
|
4 | SINAV HAFTASI | SINAV HAFTASI | Cumhuriyet Bayramı | ||
| KASIM |
9. Hafta:
03-07 Kasım
|
4 | Theme 3 : Amazing Stories | • Talking about past abilities • Talking about something one is accustomed to or becoming accustomed to • Using expressions about persuasion should /ʃ/, each /ʧ/, anchor /k/ - Has he recovered completely? - After the accident, he wasn’t able to walk. In two weeks he managed to walk with baby steps. Now he is better. - Christopher was able to climb Kilimandscharo in two weeks even if he has only one arm. - I don’t believe it! I couldn’t do it as a ten-year climber. - Have you got used to driving on the left? - I’m used to driving on the left, because I lived in Cyprus for a long time. - What an irritating noise it is! What is it, Julie? - Neighbour’s children. I expect we’ll get used to the noise, but at the moment it’s very disturbing. - Believe me, you’ll have fun times. - Don’t be a spoilsport. - How can I persuade you to …? - Do you want to regret it? She has quite a lot of skills to manage more than one work at the same time. We already had a meeting to discuss. We have plenty of works to do. It makes us confident. It makes you feel a great deal of satisfaction. - Fairly good/ Pretty good/ Rather good. - By the way, what happened then? - John was brave. The man was able to find his son. |
1. Dönem 1. Sınav Listening • Students will be able to fill in the missing information about life experiences and stories while listening. • Students will be able to obtain detailed information in the text to answer questions. Pronunciation • Students will be able to produce consonant sounds: /ʃ/, /ʧ/, /k/. Speaking • Students will be able to share amazing stories they have found on the Net. • Students will be able to express their opinions on stories. • Students will be able to use persuasion expressions in a conversation. • Students will be able to talk about their past abilities. Reading • Students will be able to skim and scan for main idea and details in the text. • Students will be able to identify the vocabulary and language functions related to the topic. • Students will be able to identify degree modifiers in the text or dialogue. • Students will be able to highlight the actions people are accustomed to do in the text or dialogue. Writing • Students will be able to write a biography of a person that they think have an amazing life or a success story. • Students will be able to use prepositional phrases such as by chance …, at a glance…, at random… in their writings. • Students will be able to use discourse markers such as then, after that, in the end, by the way in their writings. |
Kızılay Haftası, Organ Bağışı ve Nakli Haftası, Lösemili Çocuklar Haftası | |
| KASIM |
10. Hafta:
10-14 Kasım
|
4 | 1. DÖNEM ARA TATİLİ: 10 - 14 Kasım | 1. DÖNEM ARA TATİLİ: 10 - 14 Kasım | 1. DÖNEM ARA TATİLİ: 10 - 14 Kasım | Atatürk Haftası, Afet Eğitimi Hazırlık Günü, Dünya Diyabet Günü | |
| KASIM |
11. Hafta:
17-21 Kasım
|
4 | Theme 3 : Amazing Stories | • Talking about past abilities • Talking about something one is accustomed to or becoming accustomed to • Using expressions about persuasion should /ʃ/, each /ʧ/, anchor /k/ - Has he recovered completely? - After the accident, he wasn’t able to walk. In two weeks he managed to walk with baby steps. Now he is better. - Christopher was able to climb Kilimandscharo in two weeks even if he has only one arm. - I don’t believe it! I couldn’t do it as a ten-year climber. - Have you got used to driving on the left? - I’m used to driving on the left, because I lived in Cyprus for a long time. - What an irritating noise it is! What is it, Julie? - Neighbour’s children. I expect we’ll get used to the noise, but at the moment it’s very disturbing. - Believe me, you’ll have fun times. - Don’t be a spoilsport. - How can I persuade you to …? - Do you want to regret it? She has quite a lot of skills to manage more than one work at the same time. We already had a meeting to discuss. We have plenty of works to do. It makes us confident. It makes you feel a great deal of satisfaction. - Fairly good/ Pretty good/ Rather good. - By the way, what happened then? - John was brave. The man was able to find his son. | Listening • Students will be able to fill in the missing information about life experiences and stories while listening. • Students will be able to obtain detailed information in the text to answer questions. Pronunciation • Students will be able to produce consonant sounds: /ʃ/, /ʧ/, /k/. Speaking • Students will be able to share amazing stories they have found on the Net. • Students will be able to express their opinions on stories. • Students will be able to use persuasion expressions in a conversation. • Students will be able to talk about their past abilities. Reading • Students will be able to skim and scan for main idea and details in the text. • Students will be able to identify the vocabulary and language functions related to the topic. • Students will be able to identify degree modifiers in the text or dialogue. • Students will be able to highlight the actions people are accustomed to do in the text or dialogue. Writing • Students will be able to write a biography of a person that they think have an amazing life or a success story. • Students will be able to use prepositional phrases such as by chance …, at a glance…, at random… in their writings. • Students will be able to use discourse markers such as then, after that, in the end, by the way in their writings. | Dünya Felsefe Günü, Dünya Çocuk Hakları Günü | |
| KASIM |
12. Hafta:
24-28 Kasım
|
4 | Theme 3 : Amazing Stories | • Talking about past abilities • Talking about something one is accustomed to or becoming accustomed to • Using expressions about persuasion should /ʃ/, each /ʧ/, anchor /k/ - Has he recovered completely? - After the accident, he wasn’t able to walk. In two weeks he managed to walk with baby steps. Now he is better. - Christopher was able to climb Kilimandscharo in two weeks even if he has only one arm. - I don’t believe it! I couldn’t do it as a ten-year climber. - Have you got used to driving on the left? - I’m used to driving on the left, because I lived in Cyprus for a long time. - What an irritating noise it is! What is it, Julie? - Neighbour’s children. I expect we’ll get used to the noise, but at the moment it’s very disturbing. - Believe me, you’ll have fun times. - Don’t be a spoilsport. - How can I persuade you to …? - Do you want to regret it? She has quite a lot of skills to manage more than one work at the same time. We already had a meeting to discuss. We have plenty of works to do. It makes us confident. It makes you feel a great deal of satisfaction. - Fairly good/ Pretty good/ Rather good. - By the way, what happened then? - John was brave. The man was able to find his son. | Listening • Students will be able to fill in the missing information about life experiences and stories while listening. • Students will be able to obtain detailed information in the text to answer questions. Pronunciation • Students will be able to produce consonant sounds: /ʃ/, /ʧ/, /k/. Speaking • Students will be able to share amazing stories they have found on the Net. • Students will be able to express their opinions on stories. • Students will be able to use persuasion expressions in a conversation. • Students will be able to talk about their past abilities. Reading • Students will be able to skim and scan for main idea and details in the text. • Students will be able to identify the vocabulary and language functions related to the topic. • Students will be able to identify degree modifiers in the text or dialogue. • Students will be able to highlight the actions people are accustomed to do in the text or dialogue. Writing • Students will be able to write a biography of a person that they think have an amazing life or a success story. • Students will be able to use prepositional phrases such as by chance …, at a glance…, at random… in their writings. • Students will be able to use discourse markers such as then, after that, in the end, by the way in their writings. | Ağız ve Diş Sağlığı Haftası, Öğretmenler Günü | |
| ARALIK |
13. Hafta:
01-05 Aralık
|
4 | Theme 4 : Advertising | • Expressing an opinion in a personal or impersonal way • Showing annoyance, discomfort in conversations • Expressing reluctance - Did you join the meeting of the ad agency yesterday? What did they present to the customers? - Well! The two cosmetics productions were presented. And a new generation facelifting cream will be put on market soon. “Advertisement is said to be a combination of marketing and science.” “It is said that the last ad of the new brand moisturizing cream will increase the sales. But…” She cares about her daughter’s future, so she always puts aside some money every month. She’s dipped into her savings to buy the game after seeing the ad on TV. He blows his money on products that he never needs. It is always under the influence of commercials. - No, thank you. I don’t (really) want to / I don’t feel like it / I’m not (really) in the mood. - Do I/we have to? / Have I/we got to? The product I bought was filthy, so I gave it back. My son can’t play with enormous toys that his uncle buys. The people were eating as if they were starving. That ad scene made me feel hungry. I’m not really in the mood for… I don’t particularly want to… I just don’t really feel like… It’s not exactly my cup of tea doing… | Listening • Students will be able to match advertisements/commercials they listen with the related pictures. • Students will be able to listen for specific information in the context. • Students will be able to comment on the speaker’s feelings such as aggressive, confident. Pronunciation • Students will be able to intonate sentences correctly so as to show annoyance, discomfort such as “What do you mean? You still here, right? Oh my God, this is the park?”. Speaking • Students will be able to talk about their favourite commercials on TV. • Students will be able to show their discomfort and annoyance in conversations. • Students will be able to participate in a discussion about the effects of advertisements on people. • Students will be able to talk about the relation between the increasing population of consumers in society and advertising. • Students will be able to express reluctance in their speech. Reading • Students will be able to identify words that give gradually strong meaning. • Students will be able to use context clues to get main ideas. • Students will be able to highlight the verbs, such as earn, withdraw etc. and phrasal verbs, such as put aside, blow on, related to money. • Students will be able to analyse an impersonal style and personal style of passive while reading. Writing • Students will be able to write a letter to apply for an exchange programme using prepositional phrases such as for hire/ sale, in demand, in fashion, etc. • Students will be able to prepare an advertisement poster of a product. | Dünya Engelliler Günü, Dünya Madenciler Günü, Türk Kadınına Seçme ve Seçilme Hakkının Verilişi | |
| ARALIK |
14. Hafta:
08-12 Aralık
|
4 | Theme 4 : Advertising | • Expressing an opinion in a personal or impersonal way • Showing annoyance, discomfort in conversations • Expressing reluctance - Did you join the meeting of the ad agency yesterday? What did they present to the customers? - Well! The two cosmetics productions were presented. And a new generation facelifting cream will be put on market soon. “Advertisement is said to be a combination of marketing and science.” “It is said that the last ad of the new brand moisturizing cream will increase the sales. But…” She cares about her daughter’s future, so she always puts aside some money every month. She’s dipped into her savings to buy the game after seeing the ad on TV. He blows his money on products that he never needs. It is always under the influence of commercials. - No, thank you. I don’t (really) want to / I don’t feel like it / I’m not (really) in the mood. - Do I/we have to? / Have I/we got to? The product I bought was filthy, so I gave it back. My son can’t play with enormous toys that his uncle buys. The people were eating as if they were starving. That ad scene made me feel hungry. I’m not really in the mood for… I don’t particularly want to… I just don’t really feel like… It’s not exactly my cup of tea doing… | Listening • Students will be able to match advertisements/commercials they listen with the related pictures. • Students will be able to listen for specific information in the context. • Students will be able to comment on the speaker’s feelings such as aggressive, confident. Pronunciation • Students will be able to intonate sentences correctly so as to show annoyance, discomfort such as “What do you mean? You still here, right? Oh my God, this is the park?”. Speaking • Students will be able to talk about their favourite commercials on TV. • Students will be able to show their discomfort and annoyance in conversations. • Students will be able to participate in a discussion about the effects of advertisements on people. • Students will be able to talk about the relation between the increasing population of consumers in society and advertising. • Students will be able to express reluctance in their speech. Reading • Students will be able to identify words that give gradually strong meaning. • Students will be able to use context clues to get main ideas. • Students will be able to highlight the verbs, such as earn, withdraw etc. and phrasal verbs, such as put aside, blow on, related to money. • Students will be able to analyse an impersonal style and personal style of passive while reading. Writing • Students will be able to write a letter to apply for an exchange programme using prepositional phrases such as for hire/ sale, in demand, in fashion, etc. • Students will be able to prepare an advertisement poster of a product. | Mevlana Haftası, İnsan Hakları ve Demokrasi Haftası | |
| ARALIK |
15. Hafta:
15-19 Aralık
|
4 | Theme 4 : Advertising | • Expressing an opinion in a personal or impersonal way • Showing annoyance, discomfort in conversations • Expressing reluctance - Did you join the meeting of the ad agency yesterday? What did they present to the customers? - Well! The two cosmetics productions were presented. And a new generation facelifting cream will be put on market soon. “Advertisement is said to be a combination of marketing and science.” “It is said that the last ad of the new brand moisturizing cream will increase the sales. But…” She cares about her daughter’s future, so she always puts aside some money every month. She’s dipped into her savings to buy the game after seeing the ad on TV. He blows his money on products that he never needs. It is always under the influence of commercials. - No, thank you. I don’t (really) want to / I don’t feel like it / I’m not (really) in the mood. - Do I/we have to? / Have I/we got to? The product I bought was filthy, so I gave it back. My son can’t play with enormous toys that his uncle buys. The people were eating as if they were starving. That ad scene made me feel hungry. I’m not really in the mood for… I don’t particularly want to… I just don’t really feel like… It’s not exactly my cup of tea doing… | Listening • Students will be able to match advertisements/commercials they listen with the related pictures. • Students will be able to listen for specific information in the context. • Students will be able to comment on the speaker’s feelings such as aggressive, confident. Pronunciation • Students will be able to intonate sentences correctly so as to show annoyance, discomfort such as “What do you mean? You still here, right? Oh my God, this is the park?”. Speaking • Students will be able to talk about their favourite commercials on TV. • Students will be able to show their discomfort and annoyance in conversations. • Students will be able to participate in a discussion about the effects of advertisements on people. • Students will be able to talk about the relation between the increasing population of consumers in society and advertising. • Students will be able to express reluctance in their speech. Reading • Students will be able to identify words that give gradually strong meaning. • Students will be able to use context clues to get main ideas. • Students will be able to highlight the verbs, such as earn, withdraw etc. and phrasal verbs, such as put aside, blow on, related to money. • Students will be able to analyse an impersonal style and personal style of passive while reading. Writing • Students will be able to write a letter to apply for an exchange programme using prepositional phrases such as for hire/ sale, in demand, in fashion, etc. • Students will be able to prepare an advertisement poster of a product. | Tutum, Yatırım ve Türk Malları Haftası | |
| ARALIK |
16. Hafta:
22-26 Aralık
|
4 | Theme 5 : Life in Future | • Talking about completed actions and continuous actions in the future • Talking about life in the future • Negotiating /ɒ/ hot, rock /ɔː/ horse, four - To me people will be taking pills instead of eating, robots will be doing everything human beings do in the future. - I agree with you. In addition, students will have more online education at home. - In my opinion, X will have negotiated with Y to carry out space researches together for Mars in 2 years. - I believe they can reach a consensus. - Will human beings have begun to live on Saturn by 2045? - I’m not sure but I wanna… - When you finish your English course, will you have been living in New Zealand for over a year? - Not so long, only for 8 months. Young generations behave as if they had so much time to kill. She finally hit the big time after she had met an important manager. I would like to arrange an appointment to… Would you indicate a suitable time and place to meet? - That is completely unacceptable. - I’m afraid your offer doesn’t go far enough. - We’re happy to accept this agreement. - I think we have a deal. | Listening • Students will be able to find out main idea. • Students will be able to take notes on details for given activities. Pronunciation • Students will be able to identify and produce these vowel sounds: /ɒ/, /ɔː/. Speaking • Students will be able to talk to each other on their future life fluently and spontaneously. • Students will be able to talk about conditions people will have been living a hundred years later. • Students will be able to accept and refuse proposal. • Students will be able to use future expressions, such as be about to, be bound to in their speech. Reading • Students will be able to read a passage or a dialogue to find out main idea and details. • Students will be able to guess the meaning of the vocabulary in the text. • Students will be able to match the words with the pictures or definitions. • Students will be able to highlight word phrases about time. Writing • Students will be able to make an outline (e.g. introduction, developing and conclusion paragraphs) to write an essay. • Students will be able to write a short essay about life in the future. • Students will be able to use linkers of addition or contrast using the words and phrases previously mentioned. | Mehmet Akif Ersoy'u Anma Haftası | |
| OCAK |
17. Hafta:
29 Aralık-
02 Ocak
|
4 | SINAV HAFTASI | SINAV HAFTASI | |||
| OCAK |
18. Hafta:
05-09 Ocak
|
4 | Theme 5 : Life in Future | • Talking about completed actions and continuous actions in the future • Talking about life in the future • Negotiating /ɒ/ hot, rock /ɔː/ horse, four - To me people will be taking pills instead of eating, robots will be doing everything human beings do in the future. - I agree with you. In addition, students will have more online education at home. - In my opinion, X will have negotiated with Y to carry out space researches together for Mars in 2 years. - I believe they can reach a consensus. - Will human beings have begun to live on Saturn by 2045? - I’m not sure but I wanna… - When you finish your English course, will you have been living in New Zealand for over a year? - Not so long, only for 8 months. Young generations behave as if they had so much time to kill. She finally hit the big time after she had met an important manager. I would like to arrange an appointment to… Would you indicate a suitable time and place to meet? - That is completely unacceptable. - I’m afraid your offer doesn’t go far enough. - We’re happy to accept this agreement. - I think we have a deal. |
1. Dönem 2. Sınav Listening • Students will be able to find out main idea. • Students will be able to take notes on details for given activities. Pronunciation • Students will be able to identify and produce these vowel sounds: /ɒ/, /ɔː/. Speaking • Students will be able to talk to each other on their future life fluently and spontaneously. • Students will be able to talk about conditions people will have been living a hundred years later. • Students will be able to accept and refuse proposal. • Students will be able to use future expressions, such as be about to, be bound to in their speech. Reading • Students will be able to read a passage or a dialogue to find out main idea and details. • Students will be able to guess the meaning of the vocabulary in the text. • Students will be able to match the words with the pictures or definitions. • Students will be able to highlight word phrases about time. Writing • Students will be able to make an outline (e.g. introduction, developing and conclusion paragraphs) to write an essay. • Students will be able to write a short essay about life in the future. • Students will be able to use linkers of addition or contrast using the words and phrases previously mentioned. |
Enerji Tasarrufu Haftası | |
| OCAK |
19. Hafta:
12-16 Ocak
|
4 | Theme 5 : Life in Future | • Talking about completed actions and continuous actions in the future • Talking about life in the future • Negotiating /ɒ/ hot, rock /ɔː/ horse, four - To me people will be taking pills instead of eating, robots will be doing everything human beings do in the future. - I agree with you. In addition, students will have more online education at home. - In my opinion, X will have negotiated with Y to carry out space researches together for Mars in 2 years. - I believe they can reach a consensus. - Will human beings have begun to live on Saturn by 2045? - I’m not sure but I wanna… - When you finish your English course, will you have been living in New Zealand for over a year? - Not so long, only for 8 months. Young generations behave as if they had so much time to kill. She finally hit the big time after she had met an important manager. I would like to arrange an appointment to… Would you indicate a suitable time and place to meet? - That is completely unacceptable. - I’m afraid your offer doesn’t go far enough. - We’re happy to accept this agreement. - I think we have a deal. | Listening • Students will be able to find out main idea. • Students will be able to take notes on details for given activities. Pronunciation • Students will be able to identify and produce these vowel sounds: /ɒ/, /ɔː/. Speaking • Students will be able to talk to each other on their future life fluently and spontaneously. • Students will be able to talk about conditions people will have been living a hundred years later. • Students will be able to accept and refuse proposal. • Students will be able to use future expressions, such as be about to, be bound to in their speech. Reading • Students will be able to read a passage or a dialogue to find out main idea and details. • Students will be able to guess the meaning of the vocabulary in the text. • Students will be able to match the words with the pictures or definitions. • Students will be able to highlight word phrases about time. Writing • Students will be able to make an outline (e.g. introduction, developing and conclusion paragraphs) to write an essay. • Students will be able to write a short essay about life in the future. • Students will be able to use linkers of addition or contrast using the words and phrases previously mentioned. | ||
| OCAK |
20. Hafta:
19-23 Ocak
|
4 | YARIYIL TATİLİ: 19 Ocak - 30 Ocak | YARIYIL TATİLİ: 19 Ocak - 30 Ocak | YARIYIL TATİLİ: 19 Ocak - 30 Ocak | ||
| OCAK |
21. Hafta:
26-30 Ocak
|
4 | YARIYIL TATİLİ: 19 Ocak - 30 Ocak | YARIYIL TATİLİ: 19 Ocak - 30 Ocak | YARIYIL TATİLİ: 19 Ocak - 30 Ocak | ||
| ŞUBAT |
22. Hafta:
02-06 Şubat
|
4 | Theme 6 : Generation Gap | • Talking about having something done by another person/thing • Talking about asking someone to do something for us • Asking for and giving advice • Talking about national, moral and cultural values Andrés studies English, but he doesn’t use it. - My mom always forces me to tidy my room. - Mine too. She has already made me clean the living room. - How did you persuade your dad to let you drop out? - I couldn’t. First, he got my hair cut then got me to wear a uniform. - I had my ears pierced when I was sixteen. Guess what my dad did! - He threw you out of the house. - No. He had his arms tattooed. - My mum doesn’t let me go out with my friends at the weekend. What should I do? - You should convince her that it is a good idea. Parents and children should behave gently and patiently to each other. This is the only way to settle down the argument. Show your respectfulness to your parents not only because they brought you into life but also because they had much more life experience than you. We should accept that all of us will respect our parents and elder people while they are alive and after their death. | Listening • Students will be able to identify the conflicts between different generations. • Students will be able to take notes about the topic and details such as different experiences, opinions, habits and behaviours. • Students will be able to listen for details in order to find out the missing information. • Students will be able to respond to questions about the topic in the text. Pronunciation • Students will be able to use different ways of intonation to express different ideas. Speaking • Students will be able to talk about the difference in values and attitudes between one generation and another. • Students will be able to ask for and give advice about problems between generations. • Students will be able to talk about something that their friends, teachers or parents did for them or someone else. • Students will be able to talk about respect to elderly people. Reading • Students will be able to analyze what the problems are about generation gap in the text. • Students will be able to use lexis and jargon in the text. • Students will be able to differentiate confusing words in appropriate situations. • Students will be able to match the phrasal verbs related to family life and their meanings. • Students will be able to find the correct advice for the given problems. Writing • Students will be able to write an argumentative essay about the problems caused by the generation gap. • Students will be able to write an advice page about conflicts between generations. • Students will be able to write a note asking someone to have something done. | ||
| ŞUBAT |
23. Hafta:
09-13 Şubat
|
4 | Theme 6 : Generation Gap | • Talking about having something done by another person/thing • Talking about asking someone to do something for us • Asking for and giving advice • Talking about national, moral and cultural values Andrés studies English, but he doesn’t use it. - My mom always forces me to tidy my room. - Mine too. She has already made me clean the living room. - How did you persuade your dad to let you drop out? - I couldn’t. First, he got my hair cut then got me to wear a uniform. - I had my ears pierced when I was sixteen. Guess what my dad did! - He threw you out of the house. - No. He had his arms tattooed. - My mum doesn’t let me go out with my friends at the weekend. What should I do? - You should convince her that it is a good idea. Parents and children should behave gently and patiently to each other. This is the only way to settle down the argument. Show your respectfulness to your parents not only because they brought you into life but also because they had much more life experience than you. We should accept that all of us will respect our parents and elder people while they are alive and after their death. | Listening • Students will be able to identify the conflicts between different generations. • Students will be able to take notes about the topic and details such as different experiences, opinions, habits and behaviours. • Students will be able to listen for details in order to find out the missing information. • Students will be able to respond to questions about the topic in the text. Pronunciation • Students will be able to use different ways of intonation to express different ideas. Speaking • Students will be able to talk about the difference in values and attitudes between one generation and another. • Students will be able to ask for and give advice about problems between generations. • Students will be able to talk about something that their friends, teachers or parents did for them or someone else. • Students will be able to talk about respect to elderly people. Reading • Students will be able to analyze what the problems are about generation gap in the text. • Students will be able to use lexis and jargon in the text. • Students will be able to differentiate confusing words in appropriate situations. • Students will be able to match the phrasal verbs related to family life and their meanings. • Students will be able to find the correct advice for the given problems. Writing • Students will be able to write an argumentative essay about the problems caused by the generation gap. • Students will be able to write an advice page about conflicts between generations. • Students will be able to write a note asking someone to have something done. | ||
| ŞUBAT |
24. Hafta:
16-20 Şubat
|
4 | Theme 6 : Generation Gap | • Talking about having something done by another person/thing • Talking about asking someone to do something for us • Asking for and giving advice • Talking about national, moral and cultural values Andrés studies English, but he doesn’t use it. - My mom always forces me to tidy my room. - Mine too. She has already made me clean the living room. - How did you persuade your dad to let you drop out? - I couldn’t. First, he got my hair cut then got me to wear a uniform. - I had my ears pierced when I was sixteen. Guess what my dad did! - He threw you out of the house. - No. He had his arms tattooed. - My mum doesn’t let me go out with my friends at the weekend. What should I do? - You should convince her that it is a good idea. Parents and children should behave gently and patiently to each other. This is the only way to settle down the argument. Show your respectfulness to your parents not only because they brought you into life but also because they had much more life experience than you. We should accept that all of us will respect our parents and elder people while they are alive and after their death. | Listening • Students will be able to identify the conflicts between different generations. • Students will be able to take notes about the topic and details such as different experiences, opinions, habits and behaviours. • Students will be able to listen for details in order to find out the missing information. • Students will be able to respond to questions about the topic in the text. Pronunciation • Students will be able to use different ways of intonation to express different ideas. Speaking • Students will be able to talk about the difference in values and attitudes between one generation and another. • Students will be able to ask for and give advice about problems between generations. • Students will be able to talk about something that their friends, teachers or parents did for them or someone else. • Students will be able to talk about respect to elderly people. Reading • Students will be able to analyze what the problems are about generation gap in the text. • Students will be able to use lexis and jargon in the text. • Students will be able to differentiate confusing words in appropriate situations. • Students will be able to match the phrasal verbs related to family life and their meanings. • Students will be able to find the correct advice for the given problems. Writing • Students will be able to write an argumentative essay about the problems caused by the generation gap. • Students will be able to write an advice page about conflicts between generations. • Students will be able to write a note asking someone to have something done. | ||
| ŞUBAT |
25. Hafta:
23-27 Şubat
|
4 | Theme 6 : Generation Gap | • Talking about having something done by another person/thing • Talking about asking someone to do something for us • Asking for and giving advice • Talking about national, moral and cultural values Andrés studies English, but he doesn’t use it. - My mom always forces me to tidy my room. - Mine too. She has already made me clean the living room. - How did you persuade your dad to let you drop out? - I couldn’t. First, he got my hair cut then got me to wear a uniform. - I had my ears pierced when I was sixteen. Guess what my dad did! - He threw you out of the house. - No. He had his arms tattooed. - My mum doesn’t let me go out with my friends at the weekend. What should I do? - You should convince her that it is a good idea. Parents and children should behave gently and patiently to each other. This is the only way to settle down the argument. Show your respectfulness to your parents not only because they brought you into life but also because they had much more life experience than you. We should accept that all of us will respect our parents and elder people while they are alive and after their death. | Listening • Students will be able to identify the conflicts between different generations. • Students will be able to take notes about the topic and details such as different experiences, opinions, habits and behaviours. • Students will be able to listen for details in order to find out the missing information. • Students will be able to respond to questions about the topic in the text. Pronunciation • Students will be able to use different ways of intonation to express different ideas. Speaking • Students will be able to talk about the difference in values and attitudes between one generation and another. • Students will be able to ask for and give advice about problems between generations. • Students will be able to talk about something that their friends, teachers or parents did for them or someone else. • Students will be able to talk about respect to elderly people. Reading • Students will be able to analyze what the problems are about generation gap in the text. • Students will be able to use lexis and jargon in the text. • Students will be able to differentiate confusing words in appropriate situations. • Students will be able to match the phrasal verbs related to family life and their meanings. • Students will be able to find the correct advice for the given problems. Writing • Students will be able to write an argumentative essay about the problems caused by the generation gap. • Students will be able to write an advice page about conflicts between generations. • Students will be able to write a note asking someone to have something done. | Vergi Haftası, Yeşilay Haftası | |
| MART |
26. Hafta:
02-06 Mart
|
4 | SINAV HAFTASI | SINAV HAFTASI | Girişimcilik Haftası | ||
| MART |
27. Hafta:
09-13 Mart
|
4 | Theme 7 : Conflict | • Talking about conflicts • Giving crucial information • Offering solutions Nobody told me where to go. No one understands why I’m unhappy. I bought a memory stick, but it is broken. I don’t know what to do. Can you tell me how to cook it? - I’m angry with him because he is always looking down on me. I don’t know what to say. - Why? - Because he always makes fun of my clothes in front of everyone. I can help you with this problem if you want. I think we can easily fix it. - Women shouldn’t work. Men must work instead. - You aren’t right. At this point I can’t stand sound of your voice, so we are done here. If you do that again, I will… Just stop talking… What exactly bothering me is… Am I over-reacting? Do you want to talk to him about it or let it go? | Listening • Students will be able to grasp what the problem is in a dialogue. • Students will be able to take notes about how to resolve conflicts in the listening text. Pronunciation • Students will be able to intonate sentences correctly so as to show people’s moods. Speaking • Students will be able to make a formal telephone conversation about a faulty product. • Students will be able to discuss how to deal with conflicts. • Students will be able to represent a state of conflict through role playing. • Students will be able to offer solutions for given problems. Reading • Students will be able to scan and skim the text for main idea and details in the text. • Students will be able to identify the lexis and jargon related to conflict. • Students will be able to match the meanings with the phrasal verbs related to the topic. • Students will be able to identify the clauses that give crucial information, such as what, where, how, which in the text. Writing • Students will be able to make an outline to write a complaint letter. • Students will be able to use linking words in their letters. • Students will be able to write a complaint letter using key words. | Bilim ve Teknoloji Haftası, İstiklâl Marşı'nın Kabulü ve Mehmet Akif Ersoy'u Anma Günü | |
| MART |
28. Hafta:
16-20 Mart
|
4 | 2. DÖNEM ARA TATİLİ: 16 - 20 Mart | 2. DÖNEM ARA TATİLİ: 16 - 20 Mart | 2. DÖNEM ARA TATİLİ: 16 - 20 Mart | Tüketiciyi Koruma Haftası, Türk Dünyası ve Toplulukları Haftası | |
| MART |
29. Hafta:
23-27 Mart
|
4 | Theme 7 : Conflict | • Talking about conflicts • Giving crucial information • Offering solutions Nobody told me where to go. No one understands why I’m unhappy. I bought a memory stick, but it is broken. I don’t know what to do. Can you tell me how to cook it? - I’m angry with him because he is always looking down on me. I don’t know what to say. - Why? - Because he always makes fun of my clothes in front of everyone. I can help you with this problem if you want. I think we can easily fix it. - Women shouldn’t work. Men must work instead. - You aren’t right. At this point I can’t stand sound of your voice, so we are done here. If you do that again, I will… Just stop talking… What exactly bothering me is… Am I over-reacting? Do you want to talk to him about it or let it go? | Listening • Students will be able to grasp what the problem is in a dialogue. • Students will be able to take notes about how to resolve conflicts in the listening text. Pronunciation • Students will be able to intonate sentences correctly so as to show people’s moods. Speaking • Students will be able to make a formal telephone conversation about a faulty product. • Students will be able to discuss how to deal with conflicts. • Students will be able to represent a state of conflict through role playing. • Students will be able to offer solutions for given problems. Reading • Students will be able to scan and skim the text for main idea and details in the text. • Students will be able to identify the lexis and jargon related to conflict. • Students will be able to match the meanings with the phrasal verbs related to the topic. • Students will be able to identify the clauses that give crucial information, such as what, where, how, which in the text. Writing • Students will be able to make an outline to write a complaint letter. • Students will be able to use linking words in their letters. • Students will be able to write a complaint letter using key words. | Orman Haftası, Dünya Tiyatrolar Günü | |
| NİSAN |
30. Hafta:
30 Mart-
03 Nisan
|
4 | Theme 7 : Conflict | • Talking about conflicts • Giving crucial information • Offering solutions Nobody told me where to go. No one understands why I’m unhappy. I bought a memory stick, but it is broken. I don’t know what to do. Can you tell me how to cook it? - I’m angry with him because he is always looking down on me. I don’t know what to say. - Why? - Because he always makes fun of my clothes in front of everyone. I can help you with this problem if you want. I think we can easily fix it. - Women shouldn’t work. Men must work instead. - You aren’t right. At this point I can’t stand sound of your voice, so we are done here. If you do that again, I will… Just stop talking… What exactly bothering me is… Am I over-reacting? Do you want to talk to him about it or let it go? | Listening • Students will be able to grasp what the problem is in a dialogue. • Students will be able to take notes about how to resolve conflicts in the listening text. Pronunciation • Students will be able to intonate sentences correctly so as to show people’s moods. Speaking • Students will be able to make a formal telephone conversation about a faulty product. • Students will be able to discuss how to deal with conflicts. • Students will be able to represent a state of conflict through role playing. • Students will be able to offer solutions for given problems. Reading • Students will be able to scan and skim the text for main idea and details in the text. • Students will be able to identify the lexis and jargon related to conflict. • Students will be able to match the meanings with the phrasal verbs related to the topic. • Students will be able to identify the clauses that give crucial information, such as what, where, how, which in the text. Writing • Students will be able to make an outline to write a complaint letter. • Students will be able to use linking words in their letters. • Students will be able to write a complaint letter using key words. | Kütüphaneler Haftası, Kanser Haftası, Dünya Otizm Farkındalık Günü | |
| NİSAN |
31. Hafta:
06-10 Nisan
|
4 | Theme 8 : Crime in Society | • Expressing free choice • Giving information briefly • Disapproving of an action • Talking about national, moral and cultural values - No, it’s my fault most of all! I was tempted by his money, whatever he has. - I never imagined he could be such an unreliable man! - Whoever attempts to commit a crime by doing any act… must… The latest results show that 78 percent of criminals had a traumatic childhood. - Have you heard the latest news? - No, go on. - X and Y were caught digging tunnel under the ground in the prison and were sentenced for 7 years. - When will you come together to visit him? - After being released. The defendant was accused of killing the victim, but the jury concluded the death was accidental, or “by misfortune”. This verdict was… Cyber crime is a fast-growing area of crime that involves a computer and a network. If families and school teach children moral values and how to be law-abiding citizens, crime rate in society will reduce. Education is the combination of literacy and moral values. Students are the future of our nation. If students had taught moral lessons at home and in school such as love fellow human beings, respect elders, lessons for values such as be moderate, never lie, speak lies, love your country, don’t be jealous etc. How can people do things like that? How appalling! I’m dead against people doing… It shouldn’t be allowed! I don’t think much of that. |
2. Dönem 1. Sınav Listening • Students will be able to follow the statistical information about social issues to complete the table. • Students will be able to listen to identify disapproving expressions while listening such as how appalling, how dreadful. Pronunciation • Students will be able to identify words with letters representing no sound such as knock, honour, hour, half. Speaking • Students will be able to discuss about reasons of crimes. • Students will be able to talk about types of crimes such as cyber crimes, property crimes. • Students will be able to talk about importance of social ethics. • Students will be able to give suggestions about how to reduce crimes. • Students will be able to use expression of disapproving of an action in a dialogue. Reading • Students will be able to read a survey results related to the topic to find the facts and generalisations out. • Students will be able to identify vocabulary, phrases related to the topic. • Students will be able to find out participle phrases in the text. • Students will be able to highlight free choice expressions in the text such as whenever, wherever, whoever. • Students will be able to identify idiomatic collocations such as aggravated robbery, calculated risk, disturbing the peace. Writing • Students will be able to make an outline for their survey report (e.g. introduction, generalization, referring to a fact). • Students will be able to write a survey report they have read by using present participle. |
Kanser Haftası, Dünya Sağlık Günün/Dünya Sağlık Haftası, Kişisel Verileri Koruma Günü | |
| NİSAN |
32. Hafta:
13-17 Nisan
|
4 | Theme 8 : Crime in Society | • Expressing free choice • Giving information briefly • Disapproving of an action • Talking about national, moral and cultural values - No, it’s my fault most of all! I was tempted by his money, whatever he has. - I never imagined he could be such an unreliable man! - Whoever attempts to commit a crime by doing any act… must… The latest results show that 78 percent of criminals had a traumatic childhood. - Have you heard the latest news? - No, go on. - X and Y were caught digging tunnel under the ground in the prison and were sentenced for 7 years. - When will you come together to visit him? - After being released. The defendant was accused of killing the victim, but the jury concluded the death was accidental, or “by misfortune”. This verdict was… Cyber crime is a fast-growing area of crime that involves a computer and a network. If families and school teach children moral values and how to be law-abiding citizens, crime rate in society will reduce. Education is the combination of literacy and moral values. Students are the future of our nation. If students had taught moral lessons at home and in school such as love fellow human beings, respect elders, lessons for values such as be moderate, never lie, speak lies, love your country, don’t be jealous etc. How can people do things like that? How appalling! I’m dead against people doing… It shouldn’t be allowed! I don’t think much of that. | Listening • Students will be able to follow the statistical information about social issues to complete the table. • Students will be able to listen to identify disapproving expressions while listening such as how appalling, how dreadful. Pronunciation • Students will be able to identify words with letters representing no sound such as knock, honour, hour, half. Speaking • Students will be able to discuss about reasons of crimes. • Students will be able to talk about types of crimes such as cyber crimes, property crimes. • Students will be able to talk about importance of social ethics. • Students will be able to give suggestions about how to reduce crimes. • Students will be able to use expression of disapproving of an action in a dialogue. Reading • Students will be able to read a survey results related to the topic to find the facts and generalisations out. • Students will be able to identify vocabulary, phrases related to the topic. • Students will be able to find out participle phrases in the text. • Students will be able to highlight free choice expressions in the text such as whenever, wherever, whoever. • Students will be able to identify idiomatic collocations such as aggravated robbery, calculated risk, disturbing the peace. Writing • Students will be able to make an outline for their survey report (e.g. introduction, generalization, referring to a fact). • Students will be able to write a survey report they have read by using present participle. | Turizm Haftası | |
| NİSAN |
33. Hafta:
20-24 Nisan
|
4 | Theme 8 : Crime in Society | • Expressing free choice • Giving information briefly • Disapproving of an action • Talking about national, moral and cultural values - No, it’s my fault most of all! I was tempted by his money, whatever he has. - I never imagined he could be such an unreliable man! - Whoever attempts to commit a crime by doing any act… must… The latest results show that 78 percent of criminals had a traumatic childhood. - Have you heard the latest news? - No, go on. - X and Y were caught digging tunnel under the ground in the prison and were sentenced for 7 years. - When will you come together to visit him? - After being released. The defendant was accused of killing the victim, but the jury concluded the death was accidental, or “by misfortune”. This verdict was… Cyber crime is a fast-growing area of crime that involves a computer and a network. If families and school teach children moral values and how to be law-abiding citizens, crime rate in society will reduce. Education is the combination of literacy and moral values. Students are the future of our nation. If students had taught moral lessons at home and in school such as love fellow human beings, respect elders, lessons for values such as be moderate, never lie, speak lies, love your country, don’t be jealous etc. How can people do things like that? How appalling! I’m dead against people doing… It shouldn’t be allowed! I don’t think much of that. | Listening • Students will be able to follow the statistical information about social issues to complete the table. • Students will be able to listen to identify disapproving expressions while listening such as how appalling, how dreadful. Pronunciation • Students will be able to identify words with letters representing no sound such as knock, honour, hour, half. Speaking • Students will be able to discuss about reasons of crimes. • Students will be able to talk about types of crimes such as cyber crimes, property crimes. • Students will be able to talk about importance of social ethics. • Students will be able to give suggestions about how to reduce crimes. • Students will be able to use expression of disapproving of an action in a dialogue. Reading • Students will be able to read a survey results related to the topic to find the facts and generalisations out. • Students will be able to identify vocabulary, phrases related to the topic. • Students will be able to find out participle phrases in the text. • Students will be able to highlight free choice expressions in the text such as whenever, wherever, whoever. • Students will be able to identify idiomatic collocations such as aggravated robbery, calculated risk, disturbing the peace. Writing • Students will be able to make an outline for their survey report (e.g. introduction, generalization, referring to a fact). • Students will be able to write a survey report they have read by using present participle. | Ulusal Egemenlik ve Çocuk Bayramı | |
| NİSAN |
34. Hafta:
27 Nisan-
01 Mayıs
|
4 | Theme 8 : Crime in Society | • Expressing free choice • Giving information briefly • Disapproving of an action • Talking about national, moral and cultural values - No, it’s my fault most of all! I was tempted by his money, whatever he has. - I never imagined he could be such an unreliable man! - Whoever attempts to commit a crime by doing any act… must… The latest results show that 78 percent of criminals had a traumatic childhood. - Have you heard the latest news? - No, go on. - X and Y were caught digging tunnel under the ground in the prison and were sentenced for 7 years. - When will you come together to visit him? - After being released. The defendant was accused of killing the victim, but the jury concluded the death was accidental, or “by misfortune”. This verdict was… Cyber crime is a fast-growing area of crime that involves a computer and a network. If families and school teach children moral values and how to be law-abiding citizens, crime rate in society will reduce. Education is the combination of literacy and moral values. Students are the future of our nation. If students had taught moral lessons at home and in school such as love fellow human beings, respect elders, lessons for values such as be moderate, never lie, speak lies, love your country, don’t be jealous etc. How can people do things like that? How appalling! I’m dead against people doing… It shouldn’t be allowed! I don’t think much of that. | Listening • Students will be able to follow the statistical information about social issues to complete the table. • Students will be able to listen to identify disapproving expressions while listening such as how appalling, how dreadful. Pronunciation • Students will be able to identify words with letters representing no sound such as knock, honour, hour, half. Speaking • Students will be able to discuss about reasons of crimes. • Students will be able to talk about types of crimes such as cyber crimes, property crimes. • Students will be able to talk about importance of social ethics. • Students will be able to give suggestions about how to reduce crimes. • Students will be able to use expression of disapproving of an action in a dialogue. Reading • Students will be able to read a survey results related to the topic to find the facts and generalisations out. • Students will be able to identify vocabulary, phrases related to the topic. • Students will be able to find out participle phrases in the text. • Students will be able to highlight free choice expressions in the text such as whenever, wherever, whoever. • Students will be able to identify idiomatic collocations such as aggravated robbery, calculated risk, disturbing the peace. Writing • Students will be able to make an outline for their survey report (e.g. introduction, generalization, referring to a fact). • Students will be able to write a survey report they have read by using present participle. | Kût'ül Amâre Zaferi | |
| MAYIS |
35. Hafta:
04-08 Mayıs
|
4 | Theme 9 : Unusual Lives | • Giving information briefly • Referring to different times while talking about conditions • Talking about living and working conditions /ɪə/ engineer, ear /eə/ airport, upstairs - Unfortunately, he isn’t famous now. I wish he had accepted that offer last year. - You want to say that he would be a famous singer now if he had accepted that offer, right? - If I had known you would go shopping by tomorrow, I would help you. But you didn’t call me. Why? You’re pregnant and it’s very snowy and icy, too. - Having lost all his money, he decided to look for a job again after 70. - How dreadful! - He had to work hard to look after his adopted children. - Poor man! I travelled through the country in an old converted school bus with a mad driver. The X family are always on the move. The couple who have travelled the world for thirteen years with their children have completed their tour of Africa. Each child was born in a different country. The Amish is very unusual community. They don’t use technology, so it takes a long time to do housework and farm jobs. Life is quite difficult for them. | Listening • Students will be able to identify detailed information about an unusual life in a text or dialogue. • Students will be able to respond to questions using vocabulary related to the topic. Pronunciation • Students will be able to pronounce /eə/ and /ɪə/. Speaking • Students will be able to make a presentation about unusual lives which they’ve searched on the Net. • Students will be able to talk about people they know that have unusual jobs, hobbies or lifestyle. • Students will be able to talk about advantages and disadvantages of having unusual lifestyles. • Students will be able to discuss on what kind of unusual lifestyle they would choose if they had a chance. Reading • Students will be able to catch the main idea and supporting ideas about unusual, weird, funny lifestyles in the text. • Students will be able to match related lexis and expressions in the text. • Students will be able to highlight past participle phrase in the text. • Students will be able to find out mixed conditional statements while reading. Writing • Students will be able to search unusual life stories on the Net to write a descriptive essay about an unusual person in detail. • Students will be able to use past participle in their writings. | Bilişim Haftası, Trafik ve İlkyardım Haftası, İş Sağlığı ve Güvenliği Haftası | |
| MAYIS |
36. Hafta:
11-15 Mayıs
|
4 | Theme 9 : Unusual Lives | • Giving information briefly • Referring to different times while talking about conditions • Talking about living and working conditions /ɪə/ engineer, ear /eə/ airport, upstairs - Unfortunately, he isn’t famous now. I wish he had accepted that offer last year. - You want to say that he would be a famous singer now if he had accepted that offer, right? - If I had known you would go shopping by tomorrow, I would help you. But you didn’t call me. Why? You’re pregnant and it’s very snowy and icy, too. - Having lost all his money, he decided to look for a job again after 70. - How dreadful! - He had to work hard to look after his adopted children. - Poor man! I travelled through the country in an old converted school bus with a mad driver. The X family are always on the move. The couple who have travelled the world for thirteen years with their children have completed their tour of Africa. Each child was born in a different country. The Amish is very unusual community. They don’t use technology, so it takes a long time to do housework and farm jobs. Life is quite difficult for them. | Listening • Students will be able to identify detailed information about an unusual life in a text or dialogue. • Students will be able to respond to questions using vocabulary related to the topic. Pronunciation • Students will be able to pronounce /eə/ and /ɪə/. Speaking • Students will be able to make a presentation about unusual lives which they’ve searched on the Net. • Students will be able to talk about people they know that have unusual jobs, hobbies or lifestyle. • Students will be able to talk about advantages and disadvantages of having unusual lifestyles. • Students will be able to discuss on what kind of unusual lifestyle they would choose if they had a chance. Reading • Students will be able to catch the main idea and supporting ideas about unusual, weird, funny lifestyles in the text. • Students will be able to match related lexis and expressions in the text. • Students will be able to highlight past participle phrase in the text. • Students will be able to find out mixed conditional statements while reading. Writing • Students will be able to search unusual life stories on the Net to write a descriptive essay about an unusual person in detail. • Students will be able to use past participle in their writings. | Engelliler Haftası, Vakıflar Haftası | |
| MAYIS |
37. Hafta:
18-22 Mayıs
|
4 | Theme 9 : Unusual Lives | • Giving information briefly • Referring to different times while talking about conditions • Talking about living and working conditions /ɪə/ engineer, ear /eə/ airport, upstairs - Unfortunately, he isn’t famous now. I wish he had accepted that offer last year. - You want to say that he would be a famous singer now if he had accepted that offer, right? - If I had known you would go shopping by tomorrow, I would help you. But you didn’t call me. Why? You’re pregnant and it’s very snowy and icy, too. - Having lost all his money, he decided to look for a job again after 70. - How dreadful! - He had to work hard to look after his adopted children. - Poor man! I travelled through the country in an old converted school bus with a mad driver. The X family are always on the move. The couple who have travelled the world for thirteen years with their children have completed their tour of Africa. Each child was born in a different country. The Amish is very unusual community. They don’t use technology, so it takes a long time to do housework and farm jobs. Life is quite difficult for them. | Listening • Students will be able to identify detailed information about an unusual life in a text or dialogue. • Students will be able to respond to questions using vocabulary related to the topic. Pronunciation • Students will be able to pronounce /eə/ and /ɪə/. Speaking • Students will be able to make a presentation about unusual lives which they’ve searched on the Net. • Students will be able to talk about people they know that have unusual jobs, hobbies or lifestyle. • Students will be able to talk about advantages and disadvantages of having unusual lifestyles. • Students will be able to discuss on what kind of unusual lifestyle they would choose if they had a chance. Reading • Students will be able to catch the main idea and supporting ideas about unusual, weird, funny lifestyles in the text. • Students will be able to match related lexis and expressions in the text. • Students will be able to highlight past participle phrase in the text. • Students will be able to find out mixed conditional statements while reading. Writing • Students will be able to search unusual life stories on the Net to write a descriptive essay about an unusual person in detail. • Students will be able to use past participle in their writings. | Müzeler Haftası, Atatürk'ü Anma ve Gençlik ve Spor Bayramı | |
| MAYIS |
38. Hafta:
25-29 Mayıs
|
4 | Theme 10 : Education | • Talking about education • Expressing reasons and results • Talking about body language /ɑː/ smart, heart /ʌ/ cut, cup - Listen! He really doesn’t sound as if he is French. Only Mr. Black has a regional accent at school but lovely… - Can you hear that noise? It sounds as though there is a piano lesson upstairs. - It’s impossible not to. Ben is an arrogant student. He sometimes behaves as if he was the only man in the world. - What happened? - I was late for school owing to/ due to/ because of/ the traffic. - Are there any differences between British Education system and Turkish Education system? - Yes of course. In British Education system, there are 6 classes a day, whereas there are 8 classes in Turkish Education System. - What is the policy of Ministry of National Education on child education? - A child who is well-brought-up has been not only educated correctly but also taught how to be polite and to behave well. Since/as my classmate didn’t hand in his projects on time, he failed the class. Her mother will never let James drop out of university. I have to read my over work before handing it in. Study hard, otherwise you’ll probably fall behind. | Listening • Students will be able to catch the required information about facilities, rules, timing, problems of a different education system. • Students will be able to complete the table with the information about the related topic. • Students will be able to identify reasons and results in the text. Pronunciation • Students will be able to pronounce the sounds /ʌ/, /ɑː/. Speaking • Students will be able to talk about an unlikely situation. • Students will be able to talk about the national school system. • Students will be able to compare similarities and differences between two educational systems. • Students will be able to talk about nonverbal communication. • Students will be able to express reasons and results in their speech. Reading • Students will be able to skim and scan authentic material about the related topic from different sources such as Internet, magazines, newspapers to get the main idea and the details. • Students will be able to guess the meaning of vocabulary from the context. • Students will be able to match phrasal verbs related to the topic with the definitions. Writing • Students will be able to write a Curriculum Vitae (CV) with a job application letter. • Students will be able to fill out an online job application form. | Etik Günü, İstanbul'un Fethi | |
| HAZİRAN |
39. Hafta:
01-05 Haziran
|
4 | Theme 10 : Education | • Talking about education • Expressing reasons and results • Talking about body language /ɑː/ smart, heart /ʌ/ cut, cup - Listen! He really doesn’t sound as if he is French. Only Mr. Black has a regional accent at school but lovely… - Can you hear that noise? It sounds as though there is a piano lesson upstairs. - It’s impossible not to. Ben is an arrogant student. He sometimes behaves as if he was the only man in the world. - What happened? - I was late for school owing to/ due to/ because of/ the traffic. - Are there any differences between British Education system and Turkish Education system? - Yes of course. In British Education system, there are 6 classes a day, whereas there are 8 classes in Turkish Education System. - What is the policy of Ministry of National Education on child education? - A child who is well-brought-up has been not only educated correctly but also taught how to be polite and to behave well. Since/as my classmate didn’t hand in his projects on time, he failed the class. Her mother will never let James drop out of university. I have to read my over work before handing it in. Study hard, otherwise you’ll probably fall behind. |
2. Dönem 2. Sınav Listening • Students will be able to catch the required information about facilities, rules, timing, problems of a different education system. • Students will be able to complete the table with the information about the related topic. • Students will be able to identify reasons and results in the text. Pronunciation • Students will be able to pronounce the sounds /ʌ/, /ɑː/. Speaking • Students will be able to talk about an unlikely situation. • Students will be able to talk about the national school system. • Students will be able to compare similarities and differences between two educational systems. • Students will be able to talk about nonverbal communication. • Students will be able to express reasons and results in their speech. Reading • Students will be able to skim and scan authentic material about the related topic from different sources such as Internet, magazines, newspapers to get the main idea and the details. • Students will be able to guess the meaning of vocabulary from the context. • Students will be able to match phrasal verbs related to the topic with the definitions. Writing • Students will be able to write a Curriculum Vitae (CV) with a job application letter. • Students will be able to fill out an online job application form. |
Etik Günü, Hayat Boyu Öğrenme Haftası | |
| HAZİRAN |
40. Hafta:
08-12 Haziran
|
4 | SINAV HAFTASI | SINAV HAFTASI | Etik Günü, Çevre ve İklim Değişikliği Haftası | ||
| HAZİRAN |
41. Hafta:
15-19 Haziran
|
4 | Theme 10 : Education | • Talking about education • Expressing reasons and results • Talking about body language /ɑː/ smart, heart /ʌ/ cut, cup - Listen! He really doesn’t sound as if he is French. Only Mr. Black has a regional accent at school but lovely… - Can you hear that noise? It sounds as though there is a piano lesson upstairs. - It’s impossible not to. Ben is an arrogant student. He sometimes behaves as if he was the only man in the world. - What happened? - I was late for school owing to/ due to/ because of/ the traffic. - Are there any differences between British Education system and Turkish Education system? - Yes of course. In British Education system, there are 6 classes a day, whereas there are 8 classes in Turkish Education System. - What is the policy of Ministry of National Education on child education? - A child who is well-brought-up has been not only educated correctly but also taught how to be polite and to behave well. Since/as my classmate didn’t hand in his projects on time, he failed the class. Her mother will never let James drop out of university. I have to read my over work before handing it in. Study hard, otherwise you’ll probably fall behind. | Listening • Students will be able to catch the required information about facilities, rules, timing, problems of a different education system. • Students will be able to complete the table with the information about the related topic. • Students will be able to identify reasons and results in the text. Pronunciation • Students will be able to pronounce the sounds /ʌ/, /ɑː/. Speaking • Students will be able to talk about an unlikely situation. • Students will be able to talk about the national school system. • Students will be able to compare similarities and differences between two educational systems. • Students will be able to talk about nonverbal communication. • Students will be able to express reasons and results in their speech. Reading • Students will be able to skim and scan authentic material about the related topic from different sources such as Internet, magazines, newspapers to get the main idea and the details. • Students will be able to guess the meaning of vocabulary from the context. • Students will be able to match phrasal verbs related to the topic with the definitions. Writing • Students will be able to write a Curriculum Vitae (CV) with a job application letter. • Students will be able to fill out an online job application form. | Etik Günü | |
| HAZİRAN |
42. Hafta:
22-26 Haziran
|
4 | SOSYAL ETKİNLİK | SOSYAL ETKİNLİK | SOSYAL ETKİNLİK | Etik Günü |
| Derse Ait Diğer Bilgiler | |
|---|---|
| Öğretim Teknikleri | |
| Eğitim-Öğretim Ortam ve Donanımı | TV/Radio Recordings Games/Fun Note Taking Oral Presentations Songs Descriptive/Biographical Texts Communicative Games Sports Magazine Newspaper Articles Survey on a Sportsman’s Personal Life IDIOMS/PROVERBS OF THE WEEK DISCUSSION TIME TECH PACK E-PORTFOLIO ENTRY VIDEO BLOG ENTRY READING TIME EBA |
| Ölçme ve Değerlendirme | |
| Plan Hakkında |
|
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Ders Öğretmeni
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Ders Öğretmeni
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Ders Öğretmeni
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Ders Öğretmeni
06.12.2025
UYGUNDUR
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