2025-2026 EĞİTİM-ÖRETİM YILI ..........................................................................
12. SINIF İNGLZCE DERSİ ÜNİTELENDRİLMİŞ YILLIK PLANI
| Ay | Hafta | Saat | Ünite | Konu | Kazanım | Kazanım Açıklaması | Etkinlik |
|---|---|---|---|---|---|---|---|
| EYLÜL |
1. Hafta:
08-12 Eylül
|
4 | THEME 1 - CAREER | Talking about future plans Encouraging someone Confirming understanding /æə/ mayor - /aɪə/ fire -How did you decide to become a pediatrician? -Well, I have always loved children. First I wanted to be a teacher but... -This job requires exceptional people from a variety of academic backgrounds and professions including finance, government, law etc. -What are your long-term career goals? -My goal is to find a position at a company where I can grow and take on new challenges over time. Developing a career plan will help you outline a clear way as you begin looking for a new job. -How do I apply for a job? -Sweetie, don't you know? First of all, you have to submit an online application recruitment system and... -Come on, just have a go. -At least have a try. -It's worth a shot. "Start where you are. Use what you have. Do what you can." -Arthur Ashe Sorry! I'm afraid I didn't catch that. Could you say that again, please? Could you explain what you mean by home office? When you say... do you mean...? If I understand correctly, you're asking.... | Listening • Students will be able to take notes of an expert's advice about the steps for a job application. • Students will be able to use their notes to answer the questions. Pronunciation • Students will be able to produce sounds: /eta/, /ata/. Speaking • Students will be able to talk about their future/career plans. • Students will be able to use expressions when they need to confirm understanding. • Students will be able to talk about workday routines. • Students will be able to use expressions that encourage people. • Students will be able to take part in a job interview through a role play. Reading • Students will be able to complete a career test while reading. • Students will be able to skim the text to get the general idea. • Students will be able to match the headings with the paragraphs. Writing • Students will be able to write a job application letter/ transactional letter by adding their CVs. • Students will be able to form sentences functioning with the same meaning. | Uluslararası Temiz Hava Günü | |
| EYLÜL |
2. Hafta:
15-19 Eylül
|
4 | THEME 1 - CAREER | Talking about future plans Encouraging someone Confirming understanding /æə/ mayor - /aɪə/ fire -How did you decide to become a pediatrician? -Well, I have always loved children. First I wanted to be a teacher but... -This job requires exceptional people from a variety of academic backgrounds and professions including finance, government, law etc. -What are your long-term career goals? -My goal is to find a position at a company where I can grow and take on new challenges over time. Developing a career plan will help you outline a clear way as you begin looking for a new job. -How do I apply for a job? -Sweetie, don't you know? First of all, you have to submit an online application recruitment system and... -Come on, just have a go. -At least have a try. -It's worth a shot. "Start where you are. Use what you have. Do what you can." -Arthur Ashe Sorry! I'm afraid I didn't catch that. Could you say that again, please? Could you explain what you mean by home office? When you say... do you mean...? If I understand correctly, you're asking.... | Listening • Students will be able to take notes of an expert's advice about the steps for a job application. • Students will be able to use their notes to answer the questions. Pronunciation • Students will be able to produce sounds: /eta/, /ata/. Speaking • Students will be able to talk about their future/career plans. • Students will be able to use expressions when they need to confirm understanding. • Students will be able to talk about workday routines. • Students will be able to use expressions that encourage people. • Students will be able to take part in a job interview through a role play. Reading • Students will be able to complete a career test while reading. • Students will be able to skim the text to get the general idea. • Students will be able to match the headings with the paragraphs. Writing • Students will be able to write a job application letter/ transactional letter by adding their CVs. • Students will be able to form sentences functioning with the same meaning. | İlköğretim Haftası, Mevlid-i Nebî Haftası, Öğrenciler Günü, Gaziler Günü | |
| EYLÜL |
3. Hafta:
22-26 Eylül
|
4 | THEME 1 - CAREER | Talking about future plans Encouraging someone Confirming understanding /æə/ mayor - /aɪə/ fire -How did you decide to become a pediatrician? -Well, I have always loved children. First I wanted to be a teacher but... -This job requires exceptional people from a variety of academic backgrounds and professions including finance, government, law etc. -What are your long-term career goals? -My goal is to find a position at a company where I can grow and take on new challenges over time. Developing a career plan will help you outline a clear way as you begin looking for a new job. -How do I apply for a job? -Sweetie, don't you know? First of all, you have to submit an online application recruitment system and... -Come on, just have a go. -At least have a try. -It's worth a shot. "Start where you are. Use what you have. Do what you can." -Arthur Ashe Sorry! I'm afraid I didn't catch that. Could you say that again, please? Could you explain what you mean by home office? When you say... do you mean...? If I understand correctly, you're asking.... | Listening • Students will be able to take notes of an expert's advice about the steps for a job application. • Students will be able to use their notes to answer the questions. Pronunciation • Students will be able to produce sounds: /eta/, /ata/. Speaking • Students will be able to talk about their future/career plans. • Students will be able to use expressions when they need to confirm understanding. • Students will be able to talk about workday routines. • Students will be able to use expressions that encourage people. • Students will be able to take part in a job interview through a role play. Reading • Students will be able to complete a career test while reading. • Students will be able to skim the text to get the general idea. • Students will be able to match the headings with the paragraphs. Writing • Students will be able to write a job application letter/ transactional letter by adding their CVs. • Students will be able to form sentences functioning with the same meaning. | ||
| EKİM |
4. Hafta:
29 Eylül-
03 Ekim
|
4 | THEME 1 - CAREER | Talking about future plans Encouraging someone Confirming understanding /æə/ mayor - /aɪə/ fire -How did you decide to become a pediatrician? -Well, I have always loved children. First I wanted to be a teacher but... -This job requires exceptional people from a variety of academic backgrounds and professions including finance, government, law etc. -What are your long-term career goals? -My goal is to find a position at a company where I can grow and take on new challenges over time. Developing a career plan will help you outline a clear way as you begin looking for a new job. -How do I apply for a job? -Sweetie, don't you know? First of all, you have to submit an online application recruitment system and... -Come on, just have a go. -At least have a try. -It's worth a shot. "Start where you are. Use what you have. Do what you can." -Arthur Ashe Sorry! I'm afraid I didn't catch that. Could you say that again, please? Could you explain what you mean by home office? When you say... do you mean...? If I understand correctly, you're asking.... | Listening • Students will be able to take notes of an expert's advice about the steps for a job application. • Students will be able to use their notes to answer the questions. Pronunciation • Students will be able to produce sounds: /eta/, /ata/. Speaking • Students will be able to talk about their future/career plans. • Students will be able to use expressions when they need to confirm understanding. • Students will be able to talk about workday routines. • Students will be able to use expressions that encourage people. • Students will be able to take part in a job interview through a role play. Reading • Students will be able to complete a career test while reading. • Students will be able to skim the text to get the general idea. • Students will be able to match the headings with the paragraphs. Writing • Students will be able to write a job application letter/ transactional letter by adding their CVs. • Students will be able to form sentences functioning with the same meaning. | Disleksi Haftası, Dünya Disleksi Günü | |
| EKİM |
5. Hafta:
06-10 Ekim
|
4 | THEME 2 - IMMIGRATION | Talking about reasons and results Talking about past Using expressions to analyze a problem -In the era of globalization, economic or labour migration is on the rise. Why? -We can say that due to the lack of employment opportunities and increased demands for low-wage workers in developed countries... Hawaii princess Kaiulani had been taken away from her lands for her own safety. She lived in England for a while for her protection and education. -Why did you immigrate here? -I wanted to provide better opportunities to myself and my family. -What kind of difficulties have you met since you came here? -I couldn't speak your language; besides I had problems due to cultural differences. -What do people think about immigrants in your country? -Some people think immigrants are taking our jobs. They don't contribute to society. -I don't think so. These are only myths and stereotypes. We should consider this problem step by step. I think the first step is... If we break this question down into smaller parts, we can see clearly that... | Listening • Students will be able to take notes the essentials of lectures, talks or reports which are academic or professional to answer the questions related to topic. • Students will be able to listen to find out difficulties of immigrants meet. Pronunciation • Students will be able to focus on utterances spoken in different accents in English: Latin, Canadian, Australian, South African, etc. Speaking • Students will be able to talk about experiences and events in the past. • Students will be able to discuss the reasons of immigration by using expressions to analyze the problem. • Students will be able to talk about the solutions to prevent immigration in the future. • Students will be able to discuss about stereotypes. Reading • Students will be able to skim authentic text to get the main idea. • Students will be able to match the topics with the paragraphs of the text. • Students will be able to change the forms of the words in the text to make meaningful sentences such as migrate- immigrant- immigration. • Students will be able to match the problems with the solutions. Writing • Students will be able to write an argumentative essay about immigrants and their difficulties. • Students will be able to use transitional expressions. | Ahilik Kültürü Haftası | |
| EKİM |
6. Hafta:
13-17 Ekim
|
4 | THEME 2 - IMMIGRATION | Talking about reasons and results Talking about past Using expressions to analyze a problem -In the era of globalization, economic or labour migration is on the rise. Why? -We can say that due to the lack of employment opportunities and increased demands for low-wage workers in developed countries... Hawaii princess Kaiulani had been taken away from her lands for her own safety. She lived in England for a while for her protection and education. -Why did you immigrate here? -I wanted to provide better opportunities to myself and my family. -What kind of difficulties have you met since you came here? -I couldn't speak your language; besides I had problems due to cultural differences. -What do people think about immigrants in your country? -Some people think immigrants are taking our jobs. They don't contribute to society. -I don't think so. These are only myths and stereotypes. We should consider this problem step by step. I think the first step is... If we break this question down into smaller parts, we can see clearly that... | Listening • Students will be able to take notes the essentials of lectures, talks or reports which are academic or professional to answer the questions related to topic. • Students will be able to listen to find out difficulties of immigrants meet. Pronunciation • Students will be able to focus on utterances spoken in different accents in English: Latin, Canadian, Australian, South African, etc. Speaking • Students will be able to talk about experiences and events in the past. • Students will be able to discuss the reasons of immigration by using expressions to analyze the problem. • Students will be able to talk about the solutions to prevent immigration in the future. • Students will be able to discuss about stereotypes. Reading • Students will be able to skim authentic text to get the main idea. • Students will be able to match the topics with the paragraphs of the text. • Students will be able to change the forms of the words in the text to make meaningful sentences such as migrate- immigrant- immigration. • Students will be able to match the problems with the solutions. Writing • Students will be able to write an argumentative essay about immigrants and their difficulties. • Students will be able to use transitional expressions. | ||
| EKİM |
7. Hafta:
20-24 Ekim
|
4 | THEME 2 - IMMIGRATION | Talking about reasons and results Talking about past Using expressions to analyze a problem -In the era of globalization, economic or labour migration is on the rise. Why? -We can say that due to the lack of employment opportunities and increased demands for low-wage workers in developed countries... Hawaii princess Kaiulani had been taken away from her lands for her own safety. She lived in England for a while for her protection and education. -Why did you immigrate here? -I wanted to provide better opportunities to myself and my family. -What kind of difficulties have you met since you came here? -I couldn't speak your language; besides I had problems due to cultural differences. -What do people think about immigrants in your country? -Some people think immigrants are taking our jobs. They don't contribute to society. -I don't think so. These are only myths and stereotypes. We should consider this problem step by step. I think the first step is... If we break this question down into smaller parts, we can see clearly that... | Listening • Students will be able to take notes the essentials of lectures, talks or reports which are academic or professional to answer the questions related to topic. • Students will be able to listen to find out difficulties of immigrants meet. Pronunciation • Students will be able to focus on utterances spoken in different accents in English: Latin, Canadian, Australian, South African, etc. Speaking • Students will be able to talk about experiences and events in the past. • Students will be able to discuss the reasons of immigration by using expressions to analyze the problem. • Students will be able to talk about the solutions to prevent immigration in the future. • Students will be able to discuss about stereotypes. Reading • Students will be able to skim authentic text to get the main idea. • Students will be able to match the topics with the paragraphs of the text. • Students will be able to change the forms of the words in the text to make meaningful sentences such as migrate- immigrant- immigration. • Students will be able to match the problems with the solutions. Writing • Students will be able to write an argumentative essay about immigrants and their difficulties. • Students will be able to use transitional expressions. | ||
| EKİM |
8. Hafta:
27-31 Ekim
|
4 | SINAV HAFTASI | SINAV HAFTASI | Cumhuriyet Bayramı | ||
| KASIM |
9. Hafta:
03-07 Kasım
|
4 | THEME 3 - AT THE AIRPORT | Talking about procedures Following instructions Using expressions to apologize /ouǝ/ lower /ǝua/ goer /ava/ flour -I'm scheduled to depart on May 5th. May I change this an earlier date? Is May 1st available? -Make sure at the check-in by 17.30. -Well. How much luggage do you have? -Not too much, only two bags. -How do I get to gate F1? Don't leave liquids in your carry-on. Take off your belt, watch and jacket. Don't joke about national security or bombs. Flying always terrifies me. What I mean is I hate flying. By the way... Surely... Admittedly... At the security gate -Put your luggage on the security tape and put off your belt. -Should I put off my jacket, too? At the check-in desk -May I have your passport, please? -Here you are. -Please place your bag on the scale. -Please mark this bag as fragile. Please accept my apology for... I'm terribly sorry to/about/for... I shouldn't have said that... I didn't mean to hurt you... I deeply regret hurting your feelings... I feel terrible about causing you pain... |
1. Dönem 1. Sınav Listening • Students will be able to complete the instructions about authentic announcements at the airport. • Students will be able to put the instructions into the correct order. Pronunciation • Students will be able to produce sounds: /oua/, /a/, /ava/. Speaking • Students will be able to simulate an airport scene starting with security gates. • Students will be able to use expressions about apologizing for their faults in a dialogue. • Students will be able to use discourse markers in their conversations. • Students will be able to talk about dos and don'ts at the airport. Reading • Students will be able to read a text/ a dialogue to catch the information about the topic. • Students will be able to answer multiple choice questions about the text/ dialogue. • Students will be able to find out the meaning of phrasal verbs about travel such as drop off, take off, speed up, set out. • Students will be able to use compound nouns to complete a text/ dialogue/ sentences such as stopover, layover, oversized, X-ray machine, boarding call, etc. Writing • Students will be able to write an airport story they experienced, watched or imagined by using punctuation marks correctly. • Students will be able to fill out a form needed while going abroad. |
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 - AT THE AIRPORT | Talking about procedures Following instructions Using expressions to apologize /ouǝ/ lower /ǝua/ goer /ava/ flour -I'm scheduled to depart on May 5th. May I change this an earlier date? Is May 1st available? -Make sure at the check-in by 17.30. -Well. How much luggage do you have? -Not too much, only two bags. -How do I get to gate F1? Don't leave liquids in your carry-on. Take off your belt, watch and jacket. Don't joke about national security or bombs. Flying always terrifies me. What I mean is I hate flying. By the way... Surely... Admittedly... At the security gate -Put your luggage on the security tape and put off your belt. -Should I put off my jacket, too? At the check-in desk -May I have your passport, please? -Here you are. -Please place your bag on the scale. -Please mark this bag as fragile. Please accept my apology for... I'm terribly sorry to/about/for... I shouldn't have said that... I didn't mean to hurt you... I deeply regret hurting your feelings... I feel terrible about causing you pain... | Listening • Students will be able to complete the instructions about authentic announcements at the airport. • Students will be able to put the instructions into the correct order. Pronunciation • Students will be able to produce sounds: /oua/, /a/, /ava/. Speaking • Students will be able to simulate an airport scene starting with security gates. • Students will be able to use expressions about apologizing for their faults in a dialogue. • Students will be able to use discourse markers in their conversations. • Students will be able to talk about dos and don'ts at the airport. Reading • Students will be able to read a text/ a dialogue to catch the information about the topic. • Students will be able to answer multiple choice questions about the text/ dialogue. • Students will be able to find out the meaning of phrasal verbs about travel such as drop off, take off, speed up, set out. • Students will be able to use compound nouns to complete a text/ dialogue/ sentences such as stopover, layover, oversized, X-ray machine, boarding call, etc. Writing • Students will be able to write an airport story they experienced, watched or imagined by using punctuation marks correctly. • Students will be able to fill out a form needed while going abroad. | Dünya Felsefe Günü, Dünya Çocuk Hakları Günü | |
| KASIM |
12. Hafta:
24-28 Kasım
|
4 | THEME 3 - AT THE AIRPORT | Talking about procedures Following instructions Using expressions to apologize /ouǝ/ lower /ǝua/ goer /ava/ flour -I'm scheduled to depart on May 5th. May I change this an earlier date? Is May 1st available? -Make sure at the check-in by 17.30. -Well. How much luggage do you have? -Not too much, only two bags. -How do I get to gate F1? Don't leave liquids in your carry-on. Take off your belt, watch and jacket. Don't joke about national security or bombs. Flying always terrifies me. What I mean is I hate flying. By the way... Surely... Admittedly... At the security gate -Put your luggage on the security tape and put off your belt. -Should I put off my jacket, too? At the check-in desk -May I have your passport, please? -Here you are. -Please place your bag on the scale. -Please mark this bag as fragile. Please accept my apology for... I'm terribly sorry to/about/for... I shouldn't have said that... I didn't mean to hurt you... I deeply regret hurting your feelings... I feel terrible about causing you pain... | Listening • Students will be able to complete the instructions about authentic announcements at the airport. • Students will be able to put the instructions into the correct order. Pronunciation • Students will be able to produce sounds: /oua/, /a/, /ava/. Speaking • Students will be able to simulate an airport scene starting with security gates. • Students will be able to use expressions about apologizing for their faults in a dialogue. • Students will be able to use discourse markers in their conversations. • Students will be able to talk about dos and don'ts at the airport. Reading • Students will be able to read a text/ a dialogue to catch the information about the topic. • Students will be able to answer multiple choice questions about the text/ dialogue. • Students will be able to find out the meaning of phrasal verbs about travel such as drop off, take off, speed up, set out. • Students will be able to use compound nouns to complete a text/ dialogue/ sentences such as stopover, layover, oversized, X-ray machine, boarding call, etc. Writing • Students will be able to write an airport story they experienced, watched or imagined by using punctuation marks correctly. • Students will be able to fill out a form needed while going abroad. | Ağız ve Diş Sağlığı Haftası, Öğretmenler Günü | |
| ARALIK |
13. Hafta:
01-05 Aralık
|
4 | THEME 4 - OVERCOMING TEST ANXIETY | Talking about anxiety Describing and giving advice about overcoming problems Using expressions for discussion and debate -How do we overcome test anxiety? -Test anxiety? I'm positive about exams. I think it's only a test. I won't be punished and I'm not going to die! Don't revise the night before the exam. Eat breakfast, take deep breaths to deal with stress. -How does he feel after the exam? I think he feels so happy that he can't stop smiling. -I want to be successful in the last exam. But how? -Well, you should be careful with easily confused words. I'm sure you'll do the other parts perfectly. That's just what I wanted! Before taking the exam his grandma told him to use a highly recommended home remedy. -Her mother is desperately anxious about her unusual test anxiety. -What a pity. I hope she would overcome it At first her eyes filled with horror, and then she burst into tears. The solution to this problem is... Another way of looking at this problem is... In order to solve this problem... We must first/ initially... I'll need to think about that. I can't answer that directly. Well it depends on what you mean.... There are two problems here... Moreover... Are you for or against? | Listening • Students will be able to identify speakers' viewpoints, including their general and supporting ideas. • Students will be able to listen to the school counsellor advice about test anxiety to place the related words into the text. Pronunciation • Students will be able to make connections in order to use more fluent and rapid phrases and sentences such as "Tell me about it!"," I could've done better", "Do you see what I mean?" Speaking • Students will be able to talk about how to overcome test anxiety. • Students will be able to use formal and informal social expressions. • Students will be able to talk about significant effects of test anxiety on the foreign language learning process. • Students will be able to use expressions for discussion and debate. Reading • Students will be able to read narrative, descriptive or informative paragraphs related to anxiety to find out the reason, result and solutions. • Students will be able to match the definition with the vocabulary/phrasal verbs related to topic. • Students will be able to identify adverb collocations. • Students will be able to identify the intensifiers in the text/ the paragraph. Writing • Students will be able to write about how test anxiety affects exam performance and how to overcome it. • Students will be able to use clauses of reason and result in their writings. | Dünya Engelliler Günü, Dünya Madenciler Günü, Türk Kadınına Seçme ve Seçilme Hakkının Verilişi | |
| ARALIK |
14. Hafta:
08-12 Aralık
|
4 | THEME 4 - OVERCOMING TEST ANXIETY | Talking about anxiety Describing and giving advice about overcoming problems Using expressions for discussion and debate -How do we overcome test anxiety? -Test anxiety? I'm positive about exams. I think it's only a test. I won't be punished and I'm not going to die! Don't revise the night before the exam. Eat breakfast, take deep breaths to deal with stress. -How does he feel after the exam? I think he feels so happy that he can't stop smiling. -I want to be successful in the last exam. But how? -Well, you should be careful with easily confused words. I'm sure you'll do the other parts perfectly. That's just what I wanted! Before taking the exam his grandma told him to use a highly recommended home remedy. -Her mother is desperately anxious about her unusual test anxiety. -What a pity. I hope she would overcome it At first her eyes filled with horror, and then she burst into tears. The solution to this problem is... Another way of looking at this problem is... In order to solve this problem... We must first/ initially... I'll need to think about that. I can't answer that directly. Well it depends on what you mean.... There are two problems here... Moreover... Are you for or against? | Listening • Students will be able to identify speakers' viewpoints, including their general and supporting ideas. • Students will be able to listen to the school counsellor advice about test anxiety to place the related words into the text. Pronunciation • Students will be able to make connections in order to use more fluent and rapid phrases and sentences such as "Tell me about it!"," I could've done better", "Do you see what I mean?" Speaking • Students will be able to talk about how to overcome test anxiety. • Students will be able to use formal and informal social expressions. • Students will be able to talk about significant effects of test anxiety on the foreign language learning process. • Students will be able to use expressions for discussion and debate. Reading • Students will be able to read narrative, descriptive or informative paragraphs related to anxiety to find out the reason, result and solutions. • Students will be able to match the definition with the vocabulary/phrasal verbs related to topic. • Students will be able to identify adverb collocations. • Students will be able to identify the intensifiers in the text/ the paragraph. Writing • Students will be able to write about how test anxiety affects exam performance and how to overcome it. • Students will be able to use clauses of reason and result in their writings. | Mevlana Haftası, İnsan Hakları ve Demokrasi Haftası | |
| ARALIK |
15. Hafta:
15-19 Aralık
|
4 | THEME 4 - OVERCOMING TEST ANXIETY | Talking about anxiety Describing and giving advice about overcoming problems Using expressions for discussion and debate -How do we overcome test anxiety? -Test anxiety? I'm positive about exams. I think it's only a test. I won't be punished and I'm not going to die! Don't revise the night before the exam. Eat breakfast, take deep breaths to deal with stress. -How does he feel after the exam? I think he feels so happy that he can't stop smiling. -I want to be successful in the last exam. But how? -Well, you should be careful with easily confused words. I'm sure you'll do the other parts perfectly. That's just what I wanted! Before taking the exam his grandma told him to use a highly recommended home remedy. -Her mother is desperately anxious about her unusual test anxiety. -What a pity. I hope she would overcome it At first her eyes filled with horror, and then she burst into tears. The solution to this problem is... Another way of looking at this problem is... In order to solve this problem... We must first/ initially... I'll need to think about that. I can't answer that directly. Well it depends on what you mean.... There are two problems here... Moreover... Are you for or against? | Listening • Students will be able to identify speakers' viewpoints, including their general and supporting ideas. • Students will be able to listen to the school counsellor advice about test anxiety to place the related words into the text. Pronunciation • Students will be able to make connections in order to use more fluent and rapid phrases and sentences such as "Tell me about it!"," I could've done better", "Do you see what I mean?" Speaking • Students will be able to talk about how to overcome test anxiety. • Students will be able to use formal and informal social expressions. • Students will be able to talk about significant effects of test anxiety on the foreign language learning process. • Students will be able to use expressions for discussion and debate. Reading • Students will be able to read narrative, descriptive or informative paragraphs related to anxiety to find out the reason, result and solutions. • Students will be able to match the definition with the vocabulary/phrasal verbs related to topic. • Students will be able to identify adverb collocations. • Students will be able to identify the intensifiers in the text/ the paragraph. Writing • Students will be able to write about how test anxiety affects exam performance and how to overcome it. • Students will be able to use clauses of reason and result in their writings. | Tutum, Yatırım ve Türk Malları Haftası | |
| ARALIK |
16. Hafta:
22-26 Aralık
|
4 | THEME 5 - SUPERSTITION OR LOGIC? | 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. | 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 - SUPERSTITION OR LOGIC? | 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... |
1. Dönem 2. Sınav 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. |
Enerji Tasarrufu Haftası | |
| OCAK |
19. Hafta:
12-16 Ocak
|
4 | THEME 5 - SUPERSTITION OR LOGIC? | 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. | ||
| 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 - MYSTERIOUS EVENTS | 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. | ||
| ŞUBAT |
23. Hafta:
09-13 Şubat
|
4 | THEME 6 - MYSTERIOUS EVENTS | 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. | ||
| ŞUBAT |
24. Hafta:
16-20 Şubat
|
4 | THEME 6 - MYSTERIOUS EVENTS | 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. | ||
| ŞUBAT |
25. Hafta:
23-27 Şubat
|
4 | THEME 6 - MYSTERIOUS EVENTS | 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. | 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 - EXPENSES AND DEBTS | Talking about money Talking about responsibilities Requesting specific information in person or by phone He doesn't spend as much as she does. He spends a quarter of his salary on.... -What is a better investment now; gold or silver? -It does depend on you. -Finally I did pay my loan to the bank. -How could you pay that loan? -I always save something for a rainy day. I have never been late on any payments. Would you please reconsider my application? Can I access personal information on someone else's behalf? -Can you check about the costs and fees in advance? -What do you have to do? -I'm in charge of paying phone bills. She cares about her daughter's future, so she always puts aside some money every month. You're responsible for anything you've done. They had to owe their neighbour some money, but they paid back soon. | Listening • Students will be able to complete a monthly expenditure chart of people. • Students will be able to compare monthly expenditures of people by looking at the charts. Pronunciation • Students will be able to practice sentence stress. Speaking • Students will be able to give suggestions to financial problems and budget management to their friends. • Students will be able to talk about taking on new responsibilities. • Students will be able to request specific information from a bank talking face to face or on the phone. • Students will be able to talk about their monthly budget in the class. Reading • Students will be able to read a text/dialogue to find out an economist's suggestions for the financial problems of people. • Students will be able to read an article to make a judgement. • Students will be able to find out the meanings of idioms and expressions about money in the text such as color of someone's money, money from home, front money, flat broke. • Students will be able to change the forms of the words in the text to make meaningful sentences such as bankrupt-bankruptcy, account- accountable - accountant. Writing • Students will be able to draw a monthly budget table of their families. • Students will be able to write a paragraph about their responsibilities at home and at school. | 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 - EXPENSES AND DEBTS | Talking about money Talking about responsibilities Requesting specific information in person or by phone He doesn't spend as much as she does. He spends a quarter of his salary on.... -What is a better investment now; gold or silver? -It does depend on you. -Finally I did pay my loan to the bank. -How could you pay that loan? -I always save something for a rainy day. I have never been late on any payments. Would you please reconsider my application? Can I access personal information on someone else's behalf? -Can you check about the costs and fees in advance? -What do you have to do? -I'm in charge of paying phone bills. She cares about her daughter's future, so she always puts aside some money every month. You're responsible for anything you've done. They had to owe their neighbour some money, but they paid back soon. | Listening • Students will be able to complete a monthly expenditure chart of people. • Students will be able to compare monthly expenditures of people by looking at the charts. Pronunciation • Students will be able to practice sentence stress. Speaking • Students will be able to give suggestions to financial problems and budget management to their friends. • Students will be able to talk about taking on new responsibilities. • Students will be able to request specific information from a bank talking face to face or on the phone. • Students will be able to talk about their monthly budget in the class. Reading • Students will be able to read a text/dialogue to find out an economist's suggestions for the financial problems of people. • Students will be able to read an article to make a judgement. • Students will be able to find out the meanings of idioms and expressions about money in the text such as color of someone's money, money from home, front money, flat broke. • Students will be able to change the forms of the words in the text to make meaningful sentences such as bankrupt-bankruptcy, account- accountable - accountant. Writing • Students will be able to draw a monthly budget table of their families. • Students will be able to write a paragraph about their responsibilities at home and at school. | Orman Haftası, Dünya Tiyatrolar Günü | |
| NİSAN |
30. Hafta:
30 Mart-
03 Nisan
|
4 | THEME 7 - EXPENSES AND DEBTS | Talking about money Talking about responsibilities Requesting specific information in person or by phone He doesn't spend as much as she does. He spends a quarter of his salary on.... -What is a better investment now; gold or silver? -It does depend on you. -Finally I did pay my loan to the bank. -How could you pay that loan? -I always save something for a rainy day. I have never been late on any payments. Would you please reconsider my application? Can I access personal information on someone else's behalf? -Can you check about the costs and fees in advance? -What do you have to do? -I'm in charge of paying phone bills. She cares about her daughter's future, so she always puts aside some money every month. You're responsible for anything you've done. They had to owe their neighbour some money, but they paid back soon. | Listening • Students will be able to complete a monthly expenditure chart of people. • Students will be able to compare monthly expenditures of people by looking at the charts. Pronunciation • Students will be able to practice sentence stress. Speaking • Students will be able to give suggestions to financial problems and budget management to their friends. • Students will be able to talk about taking on new responsibilities. • Students will be able to request specific information from a bank talking face to face or on the phone. • Students will be able to talk about their monthly budget in the class. Reading • Students will be able to read a text/dialogue to find out an economist's suggestions for the financial problems of people. • Students will be able to read an article to make a judgement. • Students will be able to find out the meanings of idioms and expressions about money in the text such as color of someone's money, money from home, front money, flat broke. • Students will be able to change the forms of the words in the text to make meaningful sentences such as bankrupt-bankruptcy, account- accountable - accountant. Writing • Students will be able to draw a monthly budget table of their families. • Students will be able to write a paragraph about their responsibilities at home and at school. | Kütüphaneler Haftası, Kanser Haftası, Dünya Otizm Farkındalık Günü | |
| NİSAN |
31. Hafta:
06-10 Nisan
|
4 | THEME 8 - DISASTERS | Emphasizing actions rather than doers Talking about national, moral and cultural values Reminiscing about the past People can't stop natural disasters if they don't have enough knowledge. People should be educated on this issue. In the avalanche ten people were killed, one person was rescued with injuries and another one died in hospital. The earth is suffering from natural disasters such as volcanic eruptions, blizzards, floods. The village, destroyed by tsunami has been tried to be rebuilt. Having cut down the trees here caused erosion and deforestation. The woman sitting in the ambulance was rescued by the fireman. -Have you heard about the recent natural disaster? -Disaster? -Yes, Hurricane Alex is said to make landfall on the island. It reminds me of one of the worst earthquakes. It doesn't feel that long ago. I can picture it well. I can remember those ruined houses clearly. Respect and care to nature can start from yourself and don't wait other people for do that. |
2. Dönem 1. Sınav Listening • Students will be able to listen to the news about disasters on the radio or TV to find out what the disaster is. • Students will be able to find out information from a recorded or live audio to complete a real-life task about disasters. Pronunciation • Students will be able to use sentence stress appropriately. Speaking • Students will be able to describe a scene of a disaster. • Students will be able to talk about what natural disasters frequently struck Turkey. • Students will be able to talk about how to prevent human made disasters. • Students will be able to talk about respect to the nature and environment. • Students will be able to reminisce about past disasters. Reading • Students will be able to read an authentic text/ news to identify the disasters and results. • Students will be able to complete a dialogue/ text using phrasal verbs such as blow away, fall down, flood out. • Students will be able to categorise manmade and natural disasters in the text. • Students will be able to identify participles in the text. • Students will be able to identify passive actions in the text. Writing • Students will be able to write a narrative essay on the impact of a natural disaster on a people by following the essential steps of narrative essay. • Students will be able to use participles in their writings. |
Kanser Haftası, Dünya Sağlık Günün/Dünya Sağlık Haftası, Kişisel Verileri Koruma Günü | |
| NİSAN |
32. Hafta:
13-17 Nisan
|
4 | THEME 8 - DISASTERS | Emphasizing actions rather than doers Talking about national, moral and cultural values Reminiscing about the past People can't stop natural disasters if they don't have enough knowledge. People should be educated on this issue. In the avalanche ten people were killed, one person was rescued with injuries and another one died in hospital. The earth is suffering from natural disasters such as volcanic eruptions, blizzards, floods. The village, destroyed by tsunami has been tried to be rebuilt. Having cut down the trees here caused erosion and deforestation. The woman sitting in the ambulance was rescued by the fireman. -Have you heard about the recent natural disaster? -Disaster? -Yes, Hurricane Alex is said to make landfall on the island. It reminds me of one of the worst earthquakes. It doesn't feel that long ago. I can picture it well. I can remember those ruined houses clearly. Respect and care to nature can start from yourself and don't wait other people for do that. | Listening • Students will be able to listen to the news about disasters on the radio or TV to find out what the disaster is. • Students will be able to find out information from a recorded or live audio to complete a real-life task about disasters. Pronunciation • Students will be able to use sentence stress appropriately. Speaking • Students will be able to describe a scene of a disaster. • Students will be able to talk about what natural disasters frequently struck Turkey. • Students will be able to talk about how to prevent human made disasters. • Students will be able to talk about respect to the nature and environment. • Students will be able to reminisce about past disasters. Reading • Students will be able to read an authentic text/ news to identify the disasters and results. • Students will be able to complete a dialogue/ text using phrasal verbs such as blow away, fall down, flood out. • Students will be able to categorise manmade and natural disasters in the text. • Students will be able to identify participles in the text. • Students will be able to identify passive actions in the text. Writing • Students will be able to write a narrative essay on the impact of a natural disaster on a people by following the essential steps of narrative essay. • Students will be able to use participles in their writings. | Turizm Haftası | |
| NİSAN |
33. Hafta:
20-24 Nisan
|
4 | THEME 8 - DISASTERS | Emphasizing actions rather than doers Talking about national, moral and cultural values Reminiscing about the past People can't stop natural disasters if they don't have enough knowledge. People should be educated on this issue. In the avalanche ten people were killed, one person was rescued with injuries and another one died in hospital. The earth is suffering from natural disasters such as volcanic eruptions, blizzards, floods. The village, destroyed by tsunami has been tried to be rebuilt. Having cut down the trees here caused erosion and deforestation. The woman sitting in the ambulance was rescued by the fireman. -Have you heard about the recent natural disaster? -Disaster? -Yes, Hurricane Alex is said to make landfall on the island. It reminds me of one of the worst earthquakes. It doesn't feel that long ago. I can picture it well. I can remember those ruined houses clearly. Respect and care to nature can start from yourself and don't wait other people for do that. | Listening • Students will be able to listen to the news about disasters on the radio or TV to find out what the disaster is. • Students will be able to find out information from a recorded or live audio to complete a real-life task about disasters. Pronunciation • Students will be able to use sentence stress appropriately. Speaking • Students will be able to describe a scene of a disaster. • Students will be able to talk about what natural disasters frequently struck Turkey. • Students will be able to talk about how to prevent human made disasters. • Students will be able to talk about respect to the nature and environment. • Students will be able to reminisce about past disasters. Reading • Students will be able to read an authentic text/ news to identify the disasters and results. • Students will be able to complete a dialogue/ text using phrasal verbs such as blow away, fall down, flood out. • Students will be able to categorise manmade and natural disasters in the text. • Students will be able to identify participles in the text. • Students will be able to identify passive actions in the text. Writing • Students will be able to write a narrative essay on the impact of a natural disaster on a people by following the essential steps of narrative essay. • Students will be able to use participles in their writings. | Ulusal Egemenlik ve Çocuk Bayramı | |
| NİSAN |
34. Hafta:
27 Nisan-
01 Mayıs
|
4 | THEME 9 - RENEWABLE ENERGY | Talking about energy sources Taking part in a conversation or discussion effortlessly Justifying Opinions -Renewable energy is a necessary power in the world, but what is renewable energy consumption? -Consuming the renewable energy is an activity of using the energy obtained from natural resources, such as sunlight, wind and rain. -Do we use renewable energy in our country? -Certainly. To be honest, Turkey is a country which has the highest potential among European countries. -What is the aim of your studies? -The aim of my study is to investigate the renewable energy policies and the political organizations that shape policies. Australian solar power has brought down the country's bills. The government is taking the advantage of the often windy conditions and is putting up wind farms off its coasts. There are several reasons we use renewable energy. The first is... There is a lot of evidence to support my point of view. For example... There are many facts in favor of my opinion. One such fact is... | Listening • Students will be able to match the pictures with the vocabulary related to renewable energy before listening. • Students will be able to listen to an expert to make a list about kinds of renewable energy sources. Pronunciation • Students will be able to use sentence stress correctly. Speaking • Students will be able to search renewable energy sources hydropower, wind and geothermal energy in the world to share with their friend. • Students will be able to explain general ways to save energy at a personal, community and global level. • Students will be able to use gerund and infinitive in their speech. Reading • Students will be able to skim texts about awareness of current worldwide- renewable energy sources and usage to get the main idea. • Students will be able to answer multiple choice questions related to the text. • Students will be able to use word analysis (prefix, suffix) and vocabulary skills to increase comprehension and fluency such as source-resource, consume-consumption. • Students will be able to identify phrasal verbs related to the topic. Writing • Students will be able to write an article about the benefits and disadvantages of using renewable sources by using expressions about justifying opinions. • Students will be able to use transitional expressions in their writings such as but, however, in spite of, clearly then, on the one hand, thus, nevertheless, nonetheless, notwithstanding, on the contrary, similarly, also, in the same manner. | Kût'ül Amâre Zaferi | |
| MAYIS |
35. Hafta:
04-08 Mayıs
|
4 | THEME 9 - RENEWABLE ENERGY | Talking about energy sources Taking part in a conversation or discussion effortlessly Justifying Opinions -Renewable energy is a necessary power in the world, but what is renewable energy consumption? -Consuming the renewable energy is an activity of using the energy obtained from natural resources, such as sunlight, wind and rain. -Do we use renewable energy in our country? -Certainly. To be honest, Turkey is a country which has the highest potential among European countries. -What is the aim of your studies? -The aim of my study is to investigate the renewable energy policies and the political organizations that shape policies. Australian solar power has brought down the country's bills. The government is taking the advantage of the often windy conditions and is putting up wind farms off its coasts. There are several reasons we use renewable energy. The first is... There is a lot of evidence to support my point of view. For example... There are many facts in favor of my opinion. One such fact is... | Listening • Students will be able to match the pictures with the vocabulary related to renewable energy before listening. • Students will be able to listen to an expert to make a list about kinds of renewable energy sources. Pronunciation • Students will be able to use sentence stress correctly. Speaking • Students will be able to search renewable energy sources hydropower, wind and geothermal energy in the world to share with their friend. • Students will be able to explain general ways to save energy at a personal, community and global level. • Students will be able to use gerund and infinitive in their speech. Reading • Students will be able to skim texts about awareness of current worldwide- renewable energy sources and usage to get the main idea. • Students will be able to answer multiple choice questions related to the text. • Students will be able to use word analysis (prefix, suffix) and vocabulary skills to increase comprehension and fluency such as source-resource, consume-consumption. • Students will be able to identify phrasal verbs related to the topic. Writing • Students will be able to write an article about the benefits and disadvantages of using renewable sources by using expressions about justifying opinions. • Students will be able to use transitional expressions in their writings such as but, however, in spite of, clearly then, on the one hand, thus, nevertheless, nonetheless, notwithstanding, on the contrary, similarly, also, in the same manner. | Bilişim Haftası, Trafik ve İlkyardım Haftası, İş Sağlığı ve Güvenliği Haftası | |
| MAYIS |
36. Hafta:
11-15 Mayıs
|
4 | THEME 9 - RENEWABLE ENERGY | Talking about energy sources Taking part in a conversation or discussion effortlessly Justifying Opinions -Renewable energy is a necessary power in the world, but what is renewable energy consumption? -Consuming the renewable energy is an activity of using the energy obtained from natural resources, such as sunlight, wind and rain. -Do we use renewable energy in our country? -Certainly. To be honest, Turkey is a country which has the highest potential among European countries. -What is the aim of your studies? -The aim of my study is to investigate the renewable energy policies and the political organizations that shape policies. Australian solar power has brought down the country's bills. The government is taking the advantage of the often windy conditions and is putting up wind farms off its coasts. There are several reasons we use renewable energy. The first is... There is a lot of evidence to support my point of view. For example... There are many facts in favor of my opinion. One such fact is... | Listening • Students will be able to match the pictures with the vocabulary related to renewable energy before listening. • Students will be able to listen to an expert to make a list about kinds of renewable energy sources. Pronunciation • Students will be able to use sentence stress correctly. Speaking • Students will be able to search renewable energy sources hydropower, wind and geothermal energy in the world to share with their friend. • Students will be able to explain general ways to save energy at a personal, community and global level. • Students will be able to use gerund and infinitive in their speech. Reading • Students will be able to skim texts about awareness of current worldwide- renewable energy sources and usage to get the main idea. • Students will be able to answer multiple choice questions related to the text. • Students will be able to use word analysis (prefix, suffix) and vocabulary skills to increase comprehension and fluency such as source-resource, consume-consumption. • Students will be able to identify phrasal verbs related to the topic. Writing • Students will be able to write an article about the benefits and disadvantages of using renewable sources by using expressions about justifying opinions. • Students will be able to use transitional expressions in their writings such as but, however, in spite of, clearly then, on the one hand, thus, nevertheless, nonetheless, notwithstanding, on the contrary, similarly, also, in the same manner. | Engelliler Haftası, Vakıflar Haftası | |
| MAYIS |
37. Hafta:
18-22 Mayıs
|
4 | THEME 10 - ART | Talking about arts Expressing how sure someone is about something Using expressions to make comments The boy has picked a flower. My mother baked a cake with flour. Please excuse this poor excuse for art. One of my close friends closed the door immediately. -San Francisco artists make art from trash. -Really! Do you like it? -Yes. That is a great job. -The season in the painting must be winter time. Because everywhere looks wet and cold. -It could be the beginning of autumn. I see the yellow leaves on the ground. -Which city is it? -It can't be Moscow. It must be somewhere nearby London, Paris or Rome. Because... -What do you think the composer is trying to tell in this piece? -Do you think it is a masterpiece? -It doesn't mean anything to me! -It reminds me.../I think..... -I don't understand what the artist is trying to tell. -Does the creative process of art make us happier? -Yes, undoubtedly, art has a powerful effect on us in positive ways. The interesting point I would add... My personal view is that... I cannot deny that... I am sure /convinced/certain that... | Listening • Students will be able to label the photos with the correct types of art before listening. • Students will be able to find out general and specific information on TV programs or films. Pronunciation • Students will be able to practice homophones, homonyms, homographs. Speaking • Students will be able to talk about various types of art. • Students will be able to comment on masterpiece of an artist. • Students will be able to talk about music festivals in their cities or country. • Students will be able to use deductions while talking about works of art. Reading • Students will be able to identify psychological effects of fine arts on people in the text. • Students will be able to read a text on art to evaluate the details. • Students will be able to identify homophones, homonyms and homographs in the text. Writing • Students will be able to write an essay about art types such as street, recycled, photography, sculpting, digital arts. • Students will be able to use linking words. | Müzeler Haftası, Atatürk'ü Anma ve Gençlik ve Spor Bayramı | |
| MAYIS |
38. Hafta:
25-29 Mayıs
|
4 | THEME 10 - ART | Talking about arts Expressing how sure someone is about something Using expressions to make comments The boy has picked a flower. My mother baked a cake with flour. Please excuse this poor excuse for art. One of my close friends closed the door immediately. -San Francisco artists make art from trash. -Really! Do you like it? -Yes. That is a great job. -The season in the painting must be winter time. Because everywhere looks wet and cold. -It could be the beginning of autumn. I see the yellow leaves on the ground. -Which city is it? -It can't be Moscow. It must be somewhere nearby London, Paris or Rome. Because... -What do you think the composer is trying to tell in this piece? -Do you think it is a masterpiece? -It doesn't mean anything to me! -It reminds me.../I think..... -I don't understand what the artist is trying to tell. -Does the creative process of art make us happier? -Yes, undoubtedly, art has a powerful effect on us in positive ways. The interesting point I would add... My personal view is that... I cannot deny that... I am sure /convinced/certain that... | Listening • Students will be able to label the photos with the correct types of art before listening. • Students will be able to find out general and specific information on TV programs or films. Pronunciation • Students will be able to practice homophones, homonyms, homographs. Speaking • Students will be able to talk about various types of art. • Students will be able to comment on masterpiece of an artist. • Students will be able to talk about music festivals in their cities or country. • Students will be able to use deductions while talking about works of art. Reading • Students will be able to identify psychological effects of fine arts on people in the text. • Students will be able to read a text on art to evaluate the details. • Students will be able to identify homophones, homonyms and homographs in the text. Writing • Students will be able to write an essay about art types such as street, recycled, photography, sculpting, digital arts. • Students will be able to use linking words. | Etik Günü, İstanbul'un Fethi | |
| HAZİRAN |
39. Hafta:
01-05 Haziran
|
4 | SINAV HAFTASI | SINAV HAFTASI |
2. Dönem 2. Sınav |
Etik Günü, Hayat Boyu Öğrenme Haftası | |
| HAZİRAN |
40. Hafta:
08-12 Haziran
|
4 | THEME 10 - ART | Talking about arts Expressing how sure someone is about something Using expressions to make comments The boy has picked a flower. My mother baked a cake with flour. Please excuse this poor excuse for art. One of my close friends closed the door immediately. -San Francisco artists make art from trash. -Really! Do you like it? -Yes. That is a great job. -The season in the painting must be winter time. Because everywhere looks wet and cold. -It could be the beginning of autumn. I see the yellow leaves on the ground. -Which city is it? -It can't be Moscow. It must be somewhere nearby London, Paris or Rome. Because... -What do you think the composer is trying to tell in this piece? -Do you think it is a masterpiece? -It doesn't mean anything to me! -It reminds me.../I think..... -I don't understand what the artist is trying to tell. -Does the creative process of art make us happier? -Yes, undoubtedly, art has a powerful effect on us in positive ways. The interesting point I would add... My personal view is that... I cannot deny that... I am sure /convinced/certain that... | Listening • Students will be able to label the photos with the correct types of art before listening. • Students will be able to find out general and specific information on TV programs or films. Pronunciation • Students will be able to practice homophones, homonyms, homographs. Speaking • Students will be able to talk about various types of art. • Students will be able to comment on masterpiece of an artist. • Students will be able to talk about music festivals in their cities or country. • Students will be able to use deductions while talking about works of art. Reading • Students will be able to identify psychological effects of fine arts on people in the text. • Students will be able to read a text on art to evaluate the details. • Students will be able to identify homophones, homonyms and homographs in the text. Writing • Students will be able to write an essay about art types such as street, recycled, photography, sculpting, digital arts. • Students will be able to use linking words. | Etik Günü, Çevre ve İklim Değişikliği Haftası | |
| HAZİRAN |
41. Hafta:
15-19 Haziran
|
4 | THEME 10 - ART | Talking about arts Expressing how sure someone is about something Using expressions to make comments The boy has picked a flower. My mother baked a cake with flour. Please excuse this poor excuse for art. One of my close friends closed the door immediately. -San Francisco artists make art from trash. -Really! Do you like it? -Yes. That is a great job. -The season in the painting must be winter time. Because everywhere looks wet and cold. -It could be the beginning of autumn. I see the yellow leaves on the ground. -Which city is it? -It can't be Moscow. It must be somewhere nearby London, Paris or Rome. Because... -What do you think the composer is trying to tell in this piece? -Do you think it is a masterpiece? -It doesn't mean anything to me! -It reminds me.../I think..... -I don't understand what the artist is trying to tell. -Does the creative process of art make us happier? -Yes, undoubtedly, art has a powerful effect on us in positive ways. The interesting point I would add... My personal view is that... I cannot deny that... I am sure /convinced/certain that... | Listening • Students will be able to label the photos with the correct types of art before listening. • Students will be able to find out general and specific information on TV programs or films. Pronunciation • Students will be able to practice homophones, homonyms, homographs. Speaking • Students will be able to talk about various types of art. • Students will be able to comment on masterpiece of an artist. • Students will be able to talk about music festivals in their cities or country. • Students will be able to use deductions while talking about works of art. Reading • Students will be able to identify psychological effects of fine arts on people in the text. • Students will be able to read a text on art to evaluate the details. • Students will be able to identify homophones, homonyms and homographs in the text. Writing • Students will be able to write an essay about art types such as street, recycled, photography, sculpting, digital arts. • Students will be able to use linking words. | 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 Conversations Matching Paragraphs with Headings Project (comparing jobs) Interviews Note Taking Oral Presentations Real Life Texts Descriptive Texts Job Application Letters CV E-mails 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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Okul Müdürü