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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.

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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.

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.

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.

YARIYIL TATİLİ: 19 Ocak - 30 Ocak

YARIYIL TATİLİ: 19 Ocak - 30 Ocak

YARIYIL TATİLİ: 19 Ocak - 30 Ocak

YARIYIL TATİLİ: 19 Ocak - 30 Ocak