2014-2015 1.Dönem TEOG Konuları
2014-2015 1.Dönem TEOG Konuları
2014 2015 TEOG 8. Sınıf Konuları ve Kazanımları nelerdir bir bakalım
Teog konularını indirmek için aşağıdaki linkleri tıklamanız yeterli olacaktır. PDF formatında olan Teog konuları 2014-2015 eğitim-öğretim yılını kapsıyor. 8. sınıf öğrencilerini şimdiden büyük bir heyecan sardı. Acaba teog nasıl ge.ecek. Hangi konulardan sorular çıkacak gibi soruları sıklıkla duyuyoruz 8. sınıf öğrencilerimizden. Ama merajk yok aşağıdaki linktende indirbileceğiniz gibi teog konuları list halinde ders ders sizlerle.
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teog_2014_2015_konulari_TC İnkılâp Tarihi ve Atatürkçülük
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teog_2014_2015_konulari_Ulus Musevi 1. karma İÖ. ok
DKABiçin 02 09
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2014 – 2015 EĞİTİM ÖĞRETİM YILI 8. SINIF MATEMATİK DERSİ KAZANIMLARININ ÇALIŞMA TAKVİMİNE GÖRE DAĞILIM ÇİZELGESİ | |||||||
SÜRE | ÖĞRENME ALANI | ALT ÖĞRENME ALANI | KAZANIMLAR | ||||
Ay | Hafta |
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EYLÜL |
3 |
2 | Geometri | Örüntü ve Süslemeler |
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2 | Geometri | Dönüşüm Geometrisi |
birine göre yansıma, herhangi bir doğru boyunca öteleme ve orijin etrafındaki dönme altında görüntülerini belirleyerek çizer.
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4 |
2 | Geometri | Dönüşüm Geometrisi |
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2 | Olasılıkve
İstatistik |
Tablo ve Grafikler |
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EKİM |
1 |
2 | Olasılıkve
İstatistik |
Tablo ve Grafikler |
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2 | Sayılar | Üslü Sayılar |
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3 |
4 |
Sayılar
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Üslü Sayılar |
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4 | 4 | Sayılar
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Üslü Sayılar |
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5 |
1 |
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3 |
Sayılar | Köklü Sayılar | 1.Tam kare doğal sayılarla bu sayıların karekökleri arasındaki ilişkiyi modelleriyle açıklar ve kareköklerini belirler.
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KASIM | 1 | 4 | Sayılar | Köklü Sayılar |
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2 | 4 | Sayılar
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Köklü Sayılar |
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3 | 4 | Sayılar | Köklü Sayılar |
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4 |
2 | BİRİNCİ DÖNEM MERKEZÎ SİSTEM ORTAK SINAV | |||||
2 | Olasılıkve
İstatistik |
Olasılık Çeşitleri |
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ARALIK |
1 |
2 | Olasılıkve
İstatistik |
Olay çeşitleri |
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2 | Olasılıkve
İstatistik |
Olay çeşitleri |
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2 | 4 | Sayılar | Gerçek sayılar |
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3 | 4 | Olasılık
ve İstatistik |
Merkezi eğilim ve yayılma ölçüleri | 1.Standart sapmayı hesaplar.2.Uygun istatistiksel temsil biçimlerini, merkezî eğilim ölçülerini ve standart sapmayı kullanarak gerçek yaşam durumları için görüş oluşturur. | |||
4 | 4 | Geometri | Üçgenler |
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5 | Geometri | Üçgenler |
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OCAK | 1 | 1 |
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3 | Geometri | Üçgenler |
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2 | 4 | Geometri | Üçgenler |
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3 | 4 | Geometri | Üçgenler |
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ŞUBAT | 2 | 4 | Geometri | Üçgenlerde Ölçme |
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3 | 2 | Geometri | Üçgenlerde Ölçme |
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2 | Cebir | Örüntüler ve İlişkiler |
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4 | 4 | Cebir | Cebirsel İfadeler |
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MART | 1 | 4 | Cebir | Cebirsel İfadeler |
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2 | 4 | Olasılıkve
İstatistik |
Olası Durumları Belirleme |
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3 | 4 | Cebir | Denklemler |
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4 |
3 | Cebir | Denklemler |
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1 |
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NİSAN |
1 |
3 | Cebir | Denklemler |
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1 | Cebir | Denklemler |
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2 |
2 | Cebir | Denklemler |
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2 | Geometri | Geometrik Cisimler |
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3 | 4 | Geometri | Geometrik Cisimler |
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4 |
4 |
Geometri |
Geometrik Cisimler |
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5 |
1 | İKİNCİ DÖNEM MERKEZÎ SİSTEM ORTAK SINAV | |||||
3 | Geometri | Geometrik Cisimlerin Yüzey Alanları |
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MAYIS | 1 | 4 | Geometri | Geometrik Cisimlerin Yüzey Alanları |
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2 | 4 | Geometri | Geometrik Cisimlerin Yüzey Alanları |
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3 | 4 | Geometri | Geometrik Cisimlerin Hacimleri |
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4 | 4 | Geometri | Geometrik Cisimlerin Hacimleri |
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HAZİRAN |
1 |
1 |
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3 |
Cebir |
Eşitsizlikler |
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2 | 2 | Cebir | Eşitsizlikler |
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1 | Geometri | İzdüşüm |
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1 | Geometri | Dönüşüm Geometrisi |
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2014 – 2015 EĞİTİM ÖĞRETİM YILI 8. SINIF İNGİLİZCE DERS KAZANIMLARININ ÇALIŞMA TAKVİMİNE GÖRE DAĞILIM ÇİZELGESİ
2014 – 2015 EĞİTİM ÖĞRETİM YILI 8. SINIF İNGİLİZCE DERS KAZANIMLARININ ÇALIŞMA TAKVİMİNE GÖRE DAĞILIM ÇİZELGESİ
UNIT 1 FRIENDSHIP |
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Month | Week | Hour | FUNCTIONS | SKILLS |
SEPTEMBER | 3rd & 4th
3 |
8
412 |
Instructing or directing others to do something.Advising others to do something.
Inquiring and expressing how certain/uncertain one is of something. Expressing opinions and making choices. Inquiring about and expressing expectations. Describing personal qualities Asking for and giving information about habits and pastimes.
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ReadingUnderstanding short, simple texts on familiar matters.
Finding specific, predictable information in simple everyday material. Locating specific information in lists and isolating the information required. Using an idea of the overall meaning of short texts and utterances to derive the probable meaning of unknown words from the context. Writing Writing a series of simple phrases and sentences linked with simple connectors like “and”, “but” and “because”. Picking out and reproducing key words and phrases or short sentences from a short text within the learner’s limited competence and experience. Listening Catching the main point in short, clear and simple messages. Finding specific information in simple recorded texts. Speaking Making him/herself understood in short contributions, even though pauses, false starts and reformulation are very evident. Constructing phrases on familiar topics with sufficient ease to handle short exchanges, despite very noticeable hesitation and false starts. Interacting with reasonable ease in structured situations and short conversations, provided the other person helps if necessary. Asking and answering questions and exchange ideas and information on familiar topics in predictable everyday situations. www.bilgilerburada.com |
UNIT 2 ROAD TO SUCCESS | ||||
OCTOBER | 1st&&3rd | 8 | Imparting and seeking factualinformation: identifying, asking, describing
Following and giving simple instructions Describing simple processes Drawing simple conclusions |
ReadingUnderstanding short, simple texts on familiar matters.
Finding specific, predictable information in simple everyday material such as travel guides, brochures, etc. Locating specific information in lists and isolating the information required. Understanding concepts and their relationships and grouping them. Locating the topic sentence and supporting details and examples. Writing Making notes Taking notes Underlining, highlighting, circling key concepts. Summarizing in the form of lists and charts. Transferring information Listening Catching the main point in short, clear and simple messages. Finding specific information in simple recorded texts. Speaking Delivering very short rehearsed announcements of predictable, learnt content which are intelligible to listeners who are prepared to concentrate. Giving a short, rehearsed presentation on a topic pertinent to his/her everyday life, briefly give reasons and explanations for opinions, plans and actions. Coping with a limited number of straightforward follow up questions. |
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UNIT 3 IMPROVING ONE’S LOOKS | ||||||||||
OCTOBER
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4th&5th | 8 | Seeking and giving informationSeeking and giving advice
Suggesting a course of action, Responding to offers and suggestions Warning others to take care or to refrain from doing something, instructing or directing others to do something Drawing simple conclusions and making recommendations Describing people (personal appearance, qualities) |
ReadingUnderstanding short, simple texts on familiar matters.
Finding specific, predictable information in simple everyday material. Locating specific information in lists and isolating the information required. Using an idea of the overall meaning of short texts and utterances on everyday topics of a concrete type to derive the probable meaning of unknown words from the context. Writing Writing short, simple notes and messages relating to matters in areas of immediate need. Listening Catching the main point in short, clear and simple messages. Finding specific information in simple recorded texts. Using an idea of the overall meaning of short texts and utterances on everyday topics of a concrete type to derive the probable meaning of unknown words from the context. Speaking Describing everyday aspects of his/her environment Using simple descriptive language to make brief statements. Finding out and passing on straightforward factual information. Discussing practical issues in a simple way when addressed clearly, slowly and directly. Explaining what s/he likes or dislikes about something. Using an inadequate word from his/her repertoire and using gesture to clarify what he/she wants to say. Communicating in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Participating in short conversations in routine contexts on topics of interest. Asking and answering questions about habits and routines. |
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NOVEMBER | 1st | 4 | ||||||||
UNIT 4 DREAMS | ||||||||||
NOVEMBER | 2nd& 3rd & 4th | 12 | Imparting and seeking factual informationExpressing surprise
Talking about past events and states in the past Understanding and producing simple narratives Expressing (in)ability in the past |
ReadingUnderstanding short, simple texts on familiar matters.
Finding specific, predictable information in simple everyday material Locating specific information in lists and isolating the information required Locating the topic sentence and supporting details and examples. Writing Writing a series of simple phrases and sentences linked with simple connectors like “and”, “but” and “because”. Writing very short, basic descriptions of events and past activities. Picking out and reproducing key words and phrases or short sentences from a short text within the learner’s limited competence and experience. Listening Catching the main point in short, clear and simple messages. Finding specific information in simple recorded texts. Speaking Interacting with reasonable ease in structured situations and short conversations. |
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Understanding enough to manage simple, routine exchanges without undue effort.Dealing with practical everyday demands: finding out and passing on straightforward factual information.
Asking and answering questions about past events and activities. Using simple techniques to start; maintaining, or ending a short conversation. Initiating, maintaining and closing simple, face-to-face conversation. Asking for attention. Indicating when he/she is following. Asking very simply for repetition when he/she does not understand. Asking for clarification about key words or phrases not understood using stock phrases. Saying he/she didn’t follow.
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BİRİNCİ DÖNEM MERKEZİ SİSTEM ORTAK SINAV | ||||||||||
UNIT 5 ATATÜRK: THE FOUNDER OF TURKISH REPUBLIC | ||||||||||
DECEMBER | 1st & 2nd | 8 | Imparting and seeking factual informationTalking about past events and states in the past
Understanding and producing simple narratives Expressing (in)ability in the past |
ReadingUnderstanding short, simple texts on familiar matters.
Finding specific, predictable information in simple everyday material. Locating specific information in lists and isolating the information required. Locating the topic sentence and supporting details and examples. Writing Writing a series of simple phrases and sentences linked with simple connectors like “and”, “but” and “because”. Writing very short, basic descriptions of events and past activities. Picking out and reproducing key words and phrases or short sentences from a short text within the learner’s limited competence and experience. Listening Catching the main point in short, clear and simple messages. Finding specific information in simple recorded texts. Speaking Interacting with reasonable ease in structured situations and short conversations. Understanding enough to manage simple, routine exchanges without undue effort. Dealing with practical everyday demands: finding out and passing on straightforward factual information. Asking and answering questions about past events and activities. Using simple techniques to start; maintaining, or ending a short conversation. Initiating, maintaining and closing simple, face-to-face conversation Asking for attention. Indicating when he/she is following. Asking very simply for repetition when he/she does not understand. Asking for clarification about key words or phrases not understood using stock phrases. Saying he/she didn’t follow.
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UNIT 6 DETECTIVE STORIES | ||||||||||
DECEMBEREKİM | 3rd & 4th
3 |
8
412 |
Imparting and seeking factual information.Talking about past events and states in the past. Understanding and producing simple narratives.
Expressing (in)ability in the past. |
ReadingUnderstanding short, simple texts on familiar matters.
Finding specific, predictable information in simple everyday material Locating specific information in lists and isolating the information required Locating the topic sentence and supporting details and examples. Writing Writing a series of simple phrases and sentences linked with simple connectors like “and”, “but” and “because”. Writing very short, basic descriptions of events and past activities Picking out and reproducing key words and phrases or short sentences from a short text within the learner’s limited competence and experience. Listening Catching the main point in short, clear and simple messages. Finding specific information in simple recorded texts. Identifying the main point of reports of events where the visual supports the commentary. Speaking Dealing with practical everyday demands: finding out and passing on straightforward factual information. Asking and answering questions about past events and activities. Giving a simple description or presentation of people and places. Telling a story or describing something in a simple list of points Giving short basic descriptions of events and activities. |
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UNIT 7 PERSONAL EXPERIENCES | ||||||||||
DECEMBER | 5th | 4 | Imparting and seeking factualinformation
Talking about personal experiences |
ReadingUnderstanding short, simple texts on familiar matters.
Finding specific, predictable information in simple everyday material. Locating specific information in lists and isolating the information required. Locating the topic sentence and supporting details and examples. Using an idea of the overall meaning of short texts and utterances to derive the probable meaning of unknown words from the context. Writing Writing a series of simple phrases and sentences linked with simple connectors like “and”, “but” and “because”. Writing very short, basic descriptions of events and personal experiences. Picking out and reproducing key words and phrases or short sentences from a short text within the learner’s limited competence and experience. Listening Catching the main point in short, clear and simple messages. Finding specific information in simple recorded texts. Using an idea of the overall meaning of short texts and utterances to derive the probable meaning of unknown words from the context. Speaking Dealing with practical everyday demands: finding out and passing on straightforward factual information. Asking and answering questions about personal experiences. Giving a simple description or presentation of people and places. Handling very short social exchanges about personal experiences. Making him/herself understood in an interview and communicating ideas and information on familiar topics. |
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JANUARY | 1st | 4 | ||||||||
UNIT 8 COOPERATION IN THE FAMILY | ||||||||||
JANUARY | 2nd& 3rd | 8 | Requesting others to dosomething
Instructing or directing others to do something Requesting assistance Refusing Apologizing Talking about recent activities and completed actions Expressing gratitude |
ReadingUnderstanding short, simple texts on familiar matters.
Finding specific, predictable information in simple everyday Material. Locating specific information in lists and isolating the information required. Locating the topic sentence and supporting details and examples. Using an idea of the overall meaning of short texts and utterances to derive the probable meaning of unknown words from the context. Writing Writing a series of simple phrases and sentences linked with simple connectors like “and”, “but” and “because”. Writing very short, basic descriptions of events and personal Experiences. Picking out and reproducing key words and phrases or short sentences from a short text within the learner’s limited competence and experience. Listening Catching the main point in short, clear and simple messages. Finding specific information in simple recorded texts. Using an idea of the overall meaning of short texts and utterances to derive the probable meaning of unknown words from the context. Speaking Dealing with practical everyday demands: finding out and passing on straightforward factual information. Checking whether someone has done something or not. Handling very short social exchanges about personal experiences Using an inadequate word from his/her repertoire and using gesture to clarify what he/she wants to say. Giving thanks. Understanding enough to manage simple, routine exchanges without undue effort. Accepting or refusing a request.
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YARI YIL TATİLİ | ||||||||||
UNIT 9 SUCCESS STORIES | ||||||||||
FEBRUARY | 2nd & 3rd | 8 |
Imparting and seeking factual Information. Describing education, qualifications and skills. Talking about accomplishments |
ReadingUnderstanding short, simple texts on familiar matters.
Finding specific, predictable information in simple everyday material. Locating specific information in lists and isolating the information required. Locating the topic sentence and supporting details and examples. Using an idea of the overall meaning of short texts and utterances to derive the probable meaning of unknown words from the context. Writing Writing a series of simple phrases and sentences linked with simple connectors like “and”, “but” and “because”. Writing a series of simple phrases and sentences about people, their educational background and accomplishments. Picking out and reproducing key words and phrases or short sentences from a short text within the learner’s limited competence and experience. Listening Catching the main point in short, clear and simple messages. Finding specific information in simple recorded texts. |
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3 |
412 |
Using an idea of the overall meaning of short texts and utterances to derive the probable meaning of unknown words from the context.Speaking
Giving a simple description or presentation of people. Using an inadequate word from his/her repertoire and using gesture to clarify what he/she wants to say. Understanding enough to manage simple, routine exchanges without undue effort. Communicating in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Talking about people, their educational background and accomplishments. |
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UNIT 10 READING FOR ENTERTAINMENT | ||||||||||
FEBRUARY | 4th | 4 | Understanding and producingsimple narratives.
Expressing accomplishments Expressing recent activities and completed actions. Expressing personal experiences |
Reading
Understanding a short story. Using an idea of the overall meaning of a text and utterances to derive the probable meaning of unknown words from the context. Understanding the relation between people and events. Making a story flowchart. Writing Picking out and reproducing key words and phrases or short sentences from a short text within the learner’s limited competence and experience. Summarizing gist. Listening Predicting the mood of a story by the help of the melody. Speaking Giving a simple description or presentation of people and events. Discussing events in a story or the plot in a simple way. Saying what he/she thinks about things in a story. Asking for clarification about key words or phrases not understood using stock phrases.
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MARCH | 1st & 2nd | 8 | ||||||||
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UNIT 11 PERSONAL GOALS | ||||||||||
MARCH | 3rd& 4Th | 8 | Understanding simple stories and acknowledging others’ viewpoints.Expressing personal goals and outcomes.
Expressing want, desire Inquiring about want, desire Asking and answering questions to check on meaning (purpose) and Intention. Expressing purpose, cause and result, and giving reasons |
Reading
Understanding short, simple texts on familiar matters. Finding specific, predictable information in stories Locating specific information in quotes or slogans and isolating the information required. Using an idea of the overall meaning of short texts and utterances to derive the probable meaning of unknown words from the context. Writing Picking out and reproducing key words and phrases or short sentences from a short text within the learner’s limited competence and experience. Summarizing gist. Making a list of personal goals. Writing a series of simple phrases and sentences linked with simple connectors like “because”. Listening Catching the main point in short, clear and simple messages. Finding specific information in simple recorded texts. Using an idea of the overall meaning of short texts and utterances to derive the probable meaning of unknown words from the context. |
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SpeakingGiving a simple description or presentation of people and events.
Discussing events in a story or the plot in a simple way. Saying what he/she thinks about things in a story. Asking for clarification about key words or phrases not understood using stock phrases Understanding enough to manage simple, routine exchanges without undue effort. Communicating in simple and routine tasks requiring a simple and direct exchange of information. Performing and responding to basic language functions, such as information exchange and requests and express opinions and attitudes in a simple way. |
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UNIT 12 PERSONALITY TYPES | ||||||||||
APRIL | 1st & 2nd | 8 |
Identifying and expressing personal strengths and weaknesses. Describing people in terms of personal qualities |
Reading
Understanding short, simple texts on familiar matters. Finding specific, predictable information in texts Using an idea of the overall meaning of short texts and utterances to derive the probable meaning of unknown words from the context. Filling in tests and questionnaires Writing Picking out and reproducing key words and phrases or short sentences from a short text within the learner’s limited competence and experience. Summarizing gist. Writing a series of simple phrases and sentences linked with simple connectors like “because”. Listening Catching the main point in short, clear and simple messages. Finding specific information in simple recorded texts. Using an idea of the overall meaning of short texts and utterances to derive the probable meaning of unknown words from the context. Speaking Giving a simple description or presentation of people and events. Asking for clarification about key words or phrases not understood using stock phrases. Understanding enough to manage simple, routine exchanges without undue effort. Communicating in simple and routine tasks requiring a simple and direct exchange of information. Performing and responding to basic language functions, such as information exchange and requests and express opinions and attitudes in a simple way. |
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UNIT 13 LANGUAGE LEARNING | ||||||||||
APRIL | 3rd & 4th & 5th | 12 |
Expressing opinions and judgments. |
ReadingUnderstanding short, simple texts on familiar matters.
Finding specific, predictable information in texts Using an idea of the overall meaning of short texts and utterances to derive the probable meaning of unknown words from the context. Writing Picking out and reproducing key words and phrases or short sentences from a short text within the learner’s limited competence and experience. Summarizing gist. Using the most frequently occurring connectors to link simple sentences in order to describe something as a simple list of points. |
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ListeningCatching the main point in short, clear and simple messages.
Finding specific information in simple recorded texts. Using an idea of the overall meaning of short texts and utterances to derive the probable meaning of unknown words from the context. Speaking Describing something in a simple list of points. Giving a short, rehearsed presentation on a topic pertinent to his/her everyday life, briefly give reasons and explanations for opinions. Making him/herself understood in short contributions, even though pauses, false starts and reformulation are very evident. Communicating what he/she wants to say in a simple and direct exchange of limited information on familiar and routine matters, but in other situations he/she generally has to compromise the message. |
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İKİNCİ DÖNEM MERKEZİ SİSTEM ORTAK SINAV | ||||||||||
UNIT 14 PRECAUTIONARY MEASURES | ||||||||||
MAY | 1st & 2nd | 8 |
Warning others to take care or to refrain from doing something. Advising others to do something. Suggesting a course of action |
Reading
Understanding short, simple texts on familiar matters. Finding specific, predictable information in texts Using an idea of the overall meaning of short texts and utterances to derive the probable meaning of unknown words from the context. Writing Picking out and reproducing key words and phrases or short sentences from a short text within the learner’s limited competence and experience. Using the most frequently occurring connectors to link simple sentences in order to describe something as a simple list of points. Listening Catching the main point in short, clear and simple messages. Finding specific information in simple recorded texts. Using an idea of the overall meaning of short texts and utterances to derive the probable meaning of unknown words from the context. Speaking Describing something in a simple list of points. Giving a short, rehearsed presentation on a topic pertinent to his/her everyday life, briefly give reasons and explanations for opinions. Making him/herself understood in short contributions, even though pauses, false starts and reformulation are very evident. Making and responding to suggestions. Exchanging limited information on familiar and routine operational matters.
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UNIT 15 PREFERENCES | ||||||||||
MAY | 3rd & 4th | 8 | Inquiring about and expressing agreement and disagreement.
Offering to do something Accepting or declining an offer or invitation. Inquiring about and expressing preference. Inquiring about and expressing want, desire |
ReadingUnderstanding short, simple texts on familiar matters.
Finding specific, predictable information in texts. Using an idea of the overall meaning of short texts and utterances to derive the probable meaning of unknown words from the context. Writing Using the most frequently occurring connectors to link simple sentences in order to describe something as a simple list of points. Listening Catching the main point in short, clear and simple messages. Finding specific information in simple recorded texts. |
Using an idea of the overall meaning of short texts and utterances to derive the probable meaning of unknown words from the contextSpeaking
Making him/herself understood in short contributions, even though pauses, false starts and reformulation are very evident. Dealing with common aspects of everyday living such as travel, lodgings, eating and shopping. Asking for and providing everyday goods and services Discussing what to do next, making and responding to suggestions, asking for and giving directions. Discussing what to do in the evening, at the weekend, etc. |
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UNIT 16 EMPATHY | ||||
JUNE | 1st & 2nd | 8 |
Inquiring about and expressing agreement and disagreement. Inquiring about and expressing approval and disapproval. Understanding simple stories and acknowledging others’ viewpoints. Expressing personal opinions Expressing sympathy. |
Reading
Understanding short, simple texts on familiar matters. Finding specific, predictable information in stories. Locating specific information in quotes or slogans and isolating the information required. Using an idea of the overall meaning of short texts and utterances. to derive the probable meaning of unknown words from the context Writing Picking out and reproducing key words and phrases or short sentences from a short text within the learner’s limited competence and experience. Summarizing gist. Using the most frequently occurring connectors to link simple sentences in order to describe something as a simple list of points. Listening Catching the main point in short, clear and simple messages. Finding specific information in simple recorded texts. Using an idea of the overall meaning of short texts and utterances to derive the probable meaning of unknown words from the context Speaking Giving a simple description or presentation of people and events. Discussing events in a story or the plot in a simple way. Saying what he/she thinks about things in a story. Asking for clarification about key words or phrases not understood using stock phrases. Understanding enough to manage simple, routine exchanges without undue effort. Communicating in simple and routine tasks requiring a simple and direct exchange of information. Performing and responding to basic language functions, such as information exchange and requests and expressing opinions and attitudes in a simple way.
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Öğrenme Alanı: İNANÇ
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SÜRE | KONULAR | KAZANIMLAR | ||
Ay | Hafta | D.Saati | ||
EYLÜL | 3 | 2 | Öğrencilerle Tanışma, Dersin Amacı ve İşleniş Şekli. İlk Ders Genelgesi |
Öğretmeni tanır ve dersin amacı, derste işlenecek konular ve ders işleme teknikleri hakkında bilgi sahibi olur. www.bilgilerburada.com |
4 | 2 |
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EKİM | 1 | 2 |
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3 | 2 |
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4 | 2 | 3.1. İnsanın Özgürlüğü ve Sorumluluğu 3.2. İnsanın Çabası: Emek ve Rızık |
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5 | 2 | 3.3. Dünya Hayatının Sonu: Ecel ve Ömür
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KASIM | 1 | 2 |
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2 | 2 |
Ünite Değerlendirmesi |
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Öğrenme Alanı: İBADET
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SÜRE | KONULAR | KAZANIMLAR | ||
Ay | Hafta | D.Saati | ||
KASIM | 3 | 2 |
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4 | 2 | BİRİNCİ DÖNEM MERKEZÎ SİSTEM ORTAK SINAV | ||
ARALIK | 1 | 2 |
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2 | 2 |
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3 | 2 |
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4 | 2 |
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5 | 2 |
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OCAK | 1 | 2 | 9.Kurban Nedir ve Niçin Kesilir? Okuma Metni: Kurban Tığlama (Kesme ) DuasıÜnite Değerlendirmesi |
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2 | 1 |
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Öğrenme Alanı: HZ. MUHAMMED (S.A.V)
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SÜRE | KONULAR | KAZANIMLAR | ||
Ay | Hafta | D.Saati | ||
OCAK | 2 | 1 |
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3 | 2 |
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ŞUBAT | 2 | 2 |
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3 | 2 |
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4
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2 |
Ünite Değerlendirmesi |
6.Bu ünitede neler öğrendiğini hatırlar. |
Öğrenme Alanı: HZ. KUR’AN VE YORUMU
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SÜRE | KONULAR | KAZANIMLAR | ||
Ay | Hafta | D.Saati | ||
MART | 1 | 2 | 1.Aklın Dinî Sorumluluktaki Yeri ve Önemi
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2 | 2 |
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3 | 2 |
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4 | 2 |
Ünite Değerlendirmesi |
7.Bu ünitede neler öğrendiğini hatırlar. |
Öğrenme Alanı: AHLAK
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SÜRE | KONULAR | KAZANIMLAR | ||
Ay | Hafta | D.Saati | ||
NİSAN | 1 | 2 |
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2 | 2 |
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3 | 2 |
Ünite Değerlendirmesi
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Öğrenme Alanı: DİN VE KÜLTÜR
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SÜRE | KONULAR | KAZANIMLAR | ||
Ay | Hafta | D.Saati | ||
NİSAN | 4 | 2 |
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5 | 2 | İKİNCİ DÖNEM MERKEZÎ SİSTEM ORTAK SINAV | ||
MAYIS HAZİRAN | 1 | 2 | 2.2. Yahudilik 2.3. Hristiyanlık |
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2 | 2 | 2.4. İslam 3. Dinlerin ve İslam’ın Evrensel Öğütleri 3.1. Doğruluk 3.2. Temizlik |
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3 | 2 | 3.3. İyilik ve Yardımseverlik 3.4. Büyüklere Saygı, Küçüklere Sevgi Göstermek |
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4 | 1 |
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1 | 3.5. Hayvanlara İyi Davranmak |
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HAZİRAN HAZİRAN | 1 | 2 | 3.6. Çevreyi Korumak 3.7. Zararlı Alışkanlıklardan Kaçınmak 3.8. Başkalarına Zarar Vermemek |
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2 | 2 |
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Etiketler: 2015, dersler, konular, tog, tüm
Eklenme Tarihi: 9 Ekim 2014
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