6.sınıf İngilizce kitabı

Aşağa gitmek

6.SINIF UNİT 1-2-3-4 KELİME VE ANLAMLARI

Mesaj  Admin Bir C.tesi Ekim 01, 2016 8:46 pm



6. Sınıf 1. Ünite Kelimeleri ve Anlamları  2018-2019      

           -1-
arrive at school: okula varmak
arrive home: eve varmak
attend chess club: satranç kulübüne  gitmek
brush teeth:diş fırçalamak
chat: sohbet etmek
clean: temizlemek
come back home: eve dönmek
cook: pişirmek
do homework: ödev apmak
do shopping:alışveriş yapmak
drink: içmek
drive: sürmek
eat: yemek
feed:beslemek
finish all homework: tüm ödevleri bitirmek
get dressed: giyinmek
get home:eve varmak
get out of the bed: yataktan kalkmak
get up: kalkmak,uyanmak
go online: internete girmek
go out: dışarı çıkmak
go shopping: alışverişe gitmek
go to bed: yatmak
hang around: gezmek
have a bath: banyo yapmak
have a busy weekend: yoğun bir haftasonu geçirmek
have a rest:dinlenmek
have a shower:duş almak
have a snack: atıştırmak
have breakfast: kahvaltı yapmak
have dinner: akşam yemeği yemek
have lunch:öğle yemeği yemek
help  parents: anne babaya yardım etmek
join:katılmak
learn: öğrenmek
leave home: evden çıkmak
leave school: okuldan çıkmak
live: yaşamak
make: yapmak
meet friends: arkadaşlarla buluşmak
play game:oyun oynamak
play soccer: futbol oynamak
rest: dinlenmek
ride bike: bisiklet sürmek
run errands: ayak işleri yapmak (evle ilgili)
sleep: uyumak
start: başlamak
stay: kalmak
study lesson:ders çalışmak
surf on the net: internete takılma
take  folkdance course:  halkoyunları  kursuna gitmek
take a nap: kestirmek, uyumak
take a shower: duş almak
take care of the pet: evcil hayvanla ilgilenmek
tidy room:odayı toparlamak
visit relatives: akrabaları ziyaret etmek
wait: beklemek
wake up: uyanmak
wash: yıkamak
watch: izlemek
wear: giymek
work: (işte)çalışmak
would like to:istemek
write diary: günlük  yazmak

           -2-
about: ile ilgili,hakkında
after: sonra
because: çünkü
before: önce
but: fakat
here: burada, buraya
me: ben, beni, bana
there: orada, oraya
until: -e kadar
us: biz, bizi, bize
well: iyi
with: ile
           -3-
how many:kaç tane
how much:ne kadar
how:nasıl
what time: saat kaçta
when: ne zaman
where:nerede,nereye
which: hangi
who: kim
whose: kimin
why:neden
-4-
always:herzaman
at night: gece
at the weekends: haftasonları
class: ders
early:erken
everyday:hergün
free time: boş zaman
in the afternoon: öğleden sonra
in the evenings: akşamları
in the mornings: sabahları
late:geç
leisure time: boş zaman
never: hiç
often: sıksık
on weekdays: hafta içi
rarely:nadiren
sometimes: bazen
traditional: geleneksel
usually:genellikle

6. Sınıf İngilizce 2. Ünite Kelimeleri - Yummy Breakfast Ünite Kelimeleri  (Lezzetli Kahvaltı Ünite Kelimeleri)
Kelimelerin Tamamını İndirmek İçin Tıklayınız

bagel:  simit
bean: fasülye
blueberry: yaban mersini
cereal: mısır gevreği
croissant: kruvasan
muffin: kek, çörek
junk food: abur cubur yiyecek
fast food: hamburger,cips,kola türü yiyecekler
healthy food: sağlıklı yüyecek
sushi: suşi
miso soup: (japon) çorba türü
soy bean: soya fasülyesi
garlic: sarımsak
butter: tereyağı
tea: çay
juice: meyve suyu
sausage: sosis
honey: bal
jam: reçel
cheese: peynir
salami: salam
olive: zeytin
blackberry: böğürtlen
pancake: gözleme,krep
cucumber: salatalık
cake: kek,pasta
cookies: kurabiye
bread: ekmek
onion: soğan
salt: tuz
sugar: şeker
grape: üzüm
fruit: meyve
vegetable: sebze
food: yiyecek
drink: içecek
fridge: buzdolabı
breakfast: kahvaltı
lunch: öğle yemeği
dinner: akşam yemeği
snack: hafif yemek, atıştırmalık

           -2-

love: sevmek
like: sevmek
enjoy: hoşlanmak
hate: nefret etmek
dislike: sevmemek
prefer: tercih etmek
want: istemek
invite: davet etmek
make:yapmak
tell: anlatmak, söylemek
wash: yıkamak
eat: yemek
have: (yiyecekler için) almak, yemek
take: almak
know: bilmek
think: düşünmek
mean: anlamına gelmek
put: koymak
buy: satın almak
give: vermek
need: ihtiyaç duymak
shake: sallamak
serve: servis etmek
               -3-

after: sonra
before: önce
about: ile ilgili,hakkında
but: fakat
because: çünkü
with: ile
               -3-

some: biraz, birkaç
a lot of: çok
lots of: çok
a little: az
any: hiç
nutritious: besleyici
special: özel
baked: fırında pişirilmiş
grilled: ızgarada pişirilmiş
favourite: en sevilen
quick: hızlı
big: büyük
traditional: geleneksel
full: tok
hungry: aç
healthy: sağlıklı
unhealthy: sağlıksız
delicious: lezzetli
                            -4-

want: istemek
would like: istemek
would you like...: istermisiniz?
do you want ...?:istermisiniz
shall we.....? : yapalımmı
can I have....?: .... alabilirmiyim?
excuse me: afedersiniz
it's all gone: kalmadı,bitti
Canpass me the salt?: tuzu uzatır mısın?
let's : haydi
what type of: ne tür
ENJOY YOUR MEAL: AFİYET OLSUN

6. Sınıf İngilizce 3. Ünite Kelimeleri ve Anlamları 2018-2019,
Downtown Ünite kelimeleri ve anlamları            

Kelimelerin Tamamını Word Belgesi Halinde İndirmek İçin Tıklayınız



   1

live:yaşamak

prepare:hazırlamak

feed:beslemek

cry:ağlamak

find:bulmak

look for:aramak

lose:kaybetmek

put:koymak

hurry:acele etmek
get:almak
take:almak
work:çalışmak
want to:istemek
would like to:istemek
choose:seçmek
see:görmek
sightsee:turistik yerleri gezmek
drive:sürmek
go out:dışarı çıkmak
hate:nefret etmek
prefer:tercih etmek
enjoy:eğlenmek
ride:sürmek
walk:yürümek
draw:çizmek
take photo:fotoğraf çekmek
cut:kesmek
wear:giymek
give:vermek
teach:öğretmek
learn:öğrenmek
stay:kalmak
rain:yağmak (yağmur)
clean:temizlemek
spend:harcamak,geçirmek
wash:yıkamak
call:aramak
visit:ziyaret etmek
cook:yemek pişirmek
leave:ayrılmak
arrive:varmak
talk:konuşmak
direct the traffic:trafiği yönlendirmek
wait:beklemek
need:ihtiyaç duymak
make:yapmak
help:yardım etmek
wash the dishes:bulaşıkları yıkamak
climb:tırmanmak
fish:balık tutmak
cross the street:caddeden karşıya geçmek
buy:satın almak

               2

beautiful: güzel
handsome: yakışıklı
ugly:çirkin
slim:ince
thin:zayıf
tall:uzun
short:kısa
beautiful: güzel
handsome: yakı ş ıklı
ugly:çirkin
slim:ince
thin:zayıf
tall:uzun
short:kısa
long:uzun
young:genç
old: yaşlı ,
generous:cömert
stingy:cimri
difficult:zor
important:önemli
slow: yavaş
fast:hızlı
small:küçük
big:büyük
large:geniş
high: yüksek
crowded:kalabalık
expensive:pahalı
cheap:ucuz
selfish: bencil
stubborn: inatçi
punctual:dakik
lazy:tembel
easy:kolay
hard:zor
sad:üzgün
polite:nazik
rude:kaba
funny:eğlenceli
cheerful:neşeli
same:aynı
quite:sessiz
noisy:gürültülü
lovely:hoş,güzel
soft:yumuşak
light:hafif
heavy:ağır
hot:sıcak
cold:soğuk
warm:ılık
tasty:lezzetli
delicious:lezzetli
relaxing:rahatlatıcı
exciting:heyecan verici
boring:sıkıcı
comfortable:rahat
ready:hazır
very:çok
tidy:düzenli
hardworking:çalışkan
lazy:tembel
far:uzak
pretty:tatlı
late:geç
early:erken
healthy:sağlıklı
famous:ünlü
clean:temiz
dangerous:tehlikeli
enjoyable:eğlenceli
           
-3-
country:kırsal bölge
city:şehir
village:köy
town:kasaba
downtown:şehir merkezi,çarşı
everybody:herkes
somebody:birisi
queue:sıra,kuyruk
in line:sırada
skyscraper:gökdelen
traffic jam:trafik yoğunluğu
population:nüfus
average:ortalama
garden:bahçe
suitcase:bavul
trip:gezi
journey:seyahat
kiosk:büfe,kulübe
family member:aile üyesi
building:yapı,bina
high building:yüksek bina
street:cadde,sokak
thing:şey
floor:kat
safe:güvenli
building complex:site
pool:havuz
ticket:bilet
police officer:polis memuru
library:kütüphane
museum:müze
mountain:dağ
shop:dükkan
souvenir:hediyelik eşya
beach:sahil
theatre:tiyatro
shopping mall: AVM
bus station: otobüs durağı
zoo:hayvanat bahçesi
store:mağaza
police station:karakol
building:bina
neighbourhood:civar,çevre
environment:çevre
region:bölge
place:yer
outside:dışarısı
inside:içerisi
here:burada,buraya
there:orada,oraya
temeperature:sıcaklık
girl:kız
boy:(erkek)çocuk
man:adam
woman:kadın
child:çocuk
son:(erkek) evlat
daughter:(kız)evlat
location:yer
               -4-
which:hangi,hangisi
where?:nerede,nereye?
when?:ne zaman?
why:neden
about:hakkında,ilgili,
yaklaşık
around:civarında,etrafta
each other:herbir
another:başka bir
on foot:yürüyerek
because:çünkü
but:fakat
so:bu yüzden
after:sonra
before:önce
then:daha sonra
A. Write the words under the correct pictures.
B. Track 9 The Wind family wants to go on a picnic today. Listen to the weather forecast
and answer the question.
Can they go on a picnic? Why/Why not?
hot - snowy - sunny - rainy - cloudy - windy - stormy - freezing.

The Wind family wants to go on a picnic today. Listen to the weather forecast
and answer the question.
Can they go on a picnic? Why/Why not?
0 Listen to the weather forecast again and complete the weather chart.
D. Work in pairs. Ask and answer questions and check your answers above.
Example
Student A : What is the weather like in the morning?
(How is the weather in the morning?)
Student B : It's foggy.
Student A : What is the temperature?
Student B : It's 12 degrees Celcius.
2 SPEAKING
Use these symbols:
cloudy sunny windy rainy foggy.
A. Look at the symbols and present the weather forecast for Turkey.

HAVE FUN
A. Look at the symbols and complete the song.
WHAT’S THE WEATHER LIKE?
What’s the weather, what’s the weather,
Like today, like today?
Look outside the window.
Look outside the window.
Can you say?
Can you say?
It’s a ______, it’s a ______,
______ day, ______ day.
Go out in the sunshine.
Go out in the sunshine.
Play, play, play.
Play, play, play,
It’s a ______, it’s a ______,
______ day, ______ day.
Better get a sweater
Better get a sweater.
If it’s cold, if it’s cold.
It’s a ______, it’s a ______,
______ day, ______ day.
Let’s go fly a kite now.
Let’s go fly a kite now

It’s a ______, it’s a ______,
______ day, ______ day.
Better get a raincoat.
Better get a raincoat.
It’s so wet, it’s so wet.
It’s a ______, it’s a ______,
______ day, ______ day.
Get your coat and mittens.
Get your coat and mittens.
Burr! Burr! Burr!
Burr! Burr! Burr!
What’s the weather, what’s the weather,
Like today, like today?
Look outside the window.
Look outside the window.
Can you say?
Can you say?
Listen to the song and check your answers.
C. Track 12 Listen again and sing along.
4 SPEAKİNG
A. Look at the pictures and complete the dialogues.
B. Draw a picture of your favourite weather.
C. Work in pairs. Ask and answer questions about your favourite weather and prepare a
telephone conversation as in activity A. Then, act it out.
Mary : What's the _____________ like there?
Jim : It's ____________ and _____________ .
Mary : I don't understand. Can you repeat,
please?
Jim : Sure. It's ___________ and __________ .
Mary : Oh, really? It's quite _______ and ______
here.
Larry : _____________ is the weather there?
Rose : It's __________ and _____________ .
Larry : I don't _________. Can you ________,
please?
Rose : Of course. It's ________ and ________ .
Larry : Oh, really? It's _______ and _______ here.
B. Draw a picture of your favourite weather.
C. Work in pairs. Ask and answer questions about your favourite weather and prepare a
telephone conversation as in activity A. Then, act it out.
A. Look at the pictures and draw your emotion(s) in each weather condition.
Use these symbols:
B. Work in small groups. Look at your answers above and talk about your emotions in
different weather conditions.
moody happy sleepy upset anxious scared.
I feel happy because it is sunny and  nice in the first picture.
Me too. I feel happy on sunny
and warm days.
C. Professor Bloom is making a survey on weather and emotions. Read the conversation
below and tick (✓) the result of his survey.
D. Read the conversation again and answer the questions.
1. How does Tommy feel in stormy weather?
2. How does Amy feel in stormy weather?
3. Does she want to be alone?
4. How does Amy feel in nice and warm weather?
5. What does she want to do?
6. How does Tommy feel in nice and warm weather?
Prof. Bloom : Well, kids. Close your eyes and listen to me carefully.
Kids : OK. Professor Bloom.
Prof. Bloom : It's a stormy night. It's dark. It's raining heavily. The wind's blowing. Oh, what's
that? It's lightning. How do you feel?
Tommy : I feel anxious. I can't go to sleep. I want to sleep in my parents’ bedroom.
Amy : I feel anxious and scared. I don't want to be alone. I want my sister, Mary.
Prof. Bloom : Alright, kids. Open your eyes and relax for a short time. Now, close your eyes
again.
Kids : OK, Professor Bloom.
Prof. Bloom : It's nice and warm. The sun is shining and the birds are singing. How do you feel
now?
Amy : I feel happy. I want to sing songs and dance.
Tommy : Me too. I want to go out and play with my friends.
Prof. Bloom : Well done! Thank you, kids.
The weather affects the children’s emotions.
The weather doesn’t affect the children’s emotions.
Prof. Bloom : Well, kids. Close your eyes and listen to me carefully.
Kids : OK. Professor Bloom.
Prof. Bloom : It's a stormy night. It's dark. It's raining heavily. The wind's blowing. Oh, what's
that? It's lightning. How do you feel?
Tommy : I feel anxious. I can't go to sleep. I want to sleep in my parents’ bedroom.
Amy : I feel anxious and scared. I don't want to be alone. I want my sister, Mary.
Prof. Bloom : Alright, kids. Open your eyes and relax for a short time. Now, close your eyes
again.
Kids : OK, Professor Bloom.
Prof. Bloom : It's nice and warm. The sun is shining and the birds are singing. How do you feel
now?
Amy : I feel happy. I want to sing songs and dance.
Tommy : Me too. I want to go out and play with my friends.
Prof. Bloom : Well done! Thank you, kids.
D. Read the conversation again and answer the questions.
1. How does Tommy feel in stormy weather?
2. How does Amy feel in stormy weather?
3. Does she want to be alone?
4. How does Amy feel in nice and warm weather?
5. What does she want to do?
6. How does Tommy feel in nice and warm weather?
6  SPEAKİNG
A. Work in small groups of 3 or 4. Read your roles, prepare a conversation as in activity 5C
and then act it out.
Prepare a weather forecast poster and compare the weather conditions in different cities.
Follow these steps:
� Get a map of your home country.
� Choose five cities on the map.
� Listen to their weather forecast on TV, the radio or the Internet.
� Draw suitable symbols for each weather condition on your map.
� Show your poster to your classmates, compare the weather conditions in the five cities and
report it to your classmates.
PROJECT
Student A : You are a professor. Get a weather card from your teacher and describe the
weather condition. Then, ask your friends : “How do you feel? What do you
want to do?”. Note down your friends’ answers and report the result of your
survey to your classmates.
Student B, C, D : Sit on a comfortable chair, close your eyes and listen to your friend’s
descriptions. Then, talk about your emotions and what you want to do in that
weather condition.
PROJECT
Prepare a weather forecast poster and compare the weather conditions in different cities.
Follow these steps:
� Get a map of your home country.
� Choose five cities on the map.
� Listen to their weather forecast on TV, the radio or the Internet.
� Draw suitable symbols for each weather condition on your map.
� Show your poster to your classmates, compare the weather conditions in the five cities and
report it to your classmates.

UNİT 5 :AT THE FAIR
1 READING
A. Look at the pictures and answer the questions.
B. Read the descriptions and write the names of the fun rides. Choose from the list above. Be
careful! There is an extra ride.
C. Write a fun description for the extra ride.
_________________ : _____________________________________
1. Where can you see these things?
2. Which one is your favourite? Why?

roller coaster:hız treni
big wheel:dönme dolap
wave swinger:Salıncak
bumper cars:Çarpışan araba
ghost train:Korku treni
carrousel.Atlı karınca

B. Read the descriptions and write the names of the fun rides. Choose from the list above. Be
careful! There is an extra ride.
C. Write a fun description for the extra ride.
_________________ : _____________________________________
1. Where can you see these things?
2. Which one is your favourite? Why?
_________ : Wham! Bam! Bang your car into your friend's car.
_________ : Whooohaaa! Take those turns at high speed. Up, down and upside down.
_________ : Sit down and hold your breath. Who is that tapping you on your shoulder?
_________ : Up in the air, turn around and around. Who needs the London Eye?
_________ : Get on your horse. Gallop! Gallop! Gallop!

D. Read the information on the poster and answer the questions.
1. When is the fun fair?
2. Where is it?
3. How much is one ride?
4. Would you like to visit 'Zuzu Fun Fair'? Why/Why not?
Are you looking for something exciting?
is the right place for you.
(IN CLIFWOOD CITY PARK)
2 SPEAKİNG
A. Answer the questions in the questionnaire. Note your answers.
ARE YOU FEARFUL OR FEARLESS?
1. You hear a strange noise outside at night. Do you...
a) look out of the window to see what it is?
b) hide under the bed covers?
2. You must make a presentation to your class. How do you feel?
a) Fine. I don't mind speaking to my class.
b) Horrible. I feel very nervous.
3. A friend wants to go on a tall and fast roller coaster with you. Do you...
a) say yes, because roller coasters are amazing?
b) say no, because roller coasters are terrifying?
4. What do you think about ghost trains?
a) I think they are crazy.
b) I think they are horrible.
5. A friend offers to take you to a scout camp in the woods. Do you...
a) say yes, because it's fantastic?
b) say no, because woods are frightening at nights?
B. Work in pairs. Ask the questions to your friend and note his/her answers. Use a red pencil.
C. Now, look at your answers and count the a's and b's.
If there are more a's, you are fearless.
If there are more b's, you are fearful.

3 LISTENING
A. Look at the picture carefully and answer the questions.
How do the family members feel?
What are they talking about?
B:
Listen to the conversation and mark the correct choice.
1. Mary thinks fun fairs are places.
a) exciting b) interesting
2. likes the roller coaster very much.
a) Dad b) Bob
3. Jane is of roller coasters.
a) amazed b) frightened
4. Mary thinks is more frightening than .
a) the ghost train/the roller coaster b) the roller coaster/the ghost train
5. Jane feels about ghost trains.
a) nervous b) thrilled
6. thinks bumper cars are fantastic.
a) Mary b) Jane
4 SPEAKING
A. Work in small groups and discuss the followings. Give reasons for your ideas.
B. Think for a short time and make a brief presentation on fun fairs.
Use these ideas:
1. Which is more frightening? A ghost train or a roller coaster?
2. Which is more boring? Bumper cars or carrousels?
3. Which is faster? A big wheel or a wave swinger?
FUN  FAİR
Student A : I think ghost trains are more frightening because I am scared of the strange
creatures in the dark tunnel.
Student B : I am sorry, I don't understand. What are 'strange creatures'?
Student A : Skeletons, monsters and vampires.
Student B : I agree. They are horrible.
Student C : I don't agree. I'm not frightened of those creatures. They are not real. I think the
roller coaster is more frightening.
B. Think for a short time and make a brief presentation on fun fairs.
Use these ideas:
1. Which is more frightening? A ghost train or a roller coaster?
2. Which is more boring? Bumper cars or carrousels?
3. Which is faster? A big wheel or a wave swinger?
� What do you think about fun fairs?
� What type of fun rides are there?
� Which one is your favourite? Why?
� Which one do you dislike? Why?
5 READING
Mrs. Jason : Hey, kids! What are you doing there?
Tom : We are having a rest.
Mrs. Jason : Well, you can’t sit there.
Sally : Why not?
Mrs. Jason : Look at that sign! It says, it’s
dangerous.
Sally : Thank you for warning.
A. Match the signs with their meanings.
B. Read the dialogues and write the correct notice in each picture.
C. Read the dialogues again and answer the questions.
a. Fasten your seat belts. d. Insert your token here.
b. Don’t eat or drink. e. Pets not allowed.
c. Pay here. f. Danger!

B. Read the dialogues and write the correct notice in each picture
Mr. Cohl : What are you doing, young man?
Tim : I want to get on the bumper car.
Mr. Cohl : But you are eating something, right?
Tim : Yes. Some biscuits.
Mr. Cohl : Look at that sign over there! It says, don’t
eat or drink anything. It’s very dangerous.
Tim : Oh, I’m sorry!
Mrs. Jason : Hey, kids! What are you doing there?
Tom : We are having a rest.
Mrs. Jason : Well, you can’t sit there.
Sally : Why not?
Mrs. Jason : Look at that sign! It says, it’s
dangerous.
Sally : Thank you for warning.

C. Read the dialogues again and answer the questions.
a. Fasten your seat belts. d. Insert your token here.
b. Don’t eat or drink. e. Pets not allowed.
c. Pay here. f. Danger!
1. _____ 2. _____ 3. _____ 4. _____ 5. _____ 6. _____
1. What is Tim doing?
2. Can he eat something on the bumper cars? Why / Why not?
3. Why are the children sitting there?
4. Can they sit there? Why / Why not?

6 SPEAKING
A. Draw some signs from your everyday life.
.
6 SPEAKING
A. Draw some signs from your everyday life.
B. Work in small groups. Point to the signs and ask and answer about the meanings of the
signs in turns.
Student A : What does this sign mean?
Student B : It means you can't take photos
Draw a picture of your friends at a fair and write how they feel.
Follow these steps:
� Get a photo of a fair. You can use the Internet.
� Draw the pictures of five of your friends on the fun rides. Pay attention to their facial
expressions.
� Cut out five speech bubbles.
� Stick the speech bubbles next to your friends' pictures.
� In the speech bubbles, write how your friends feel on the fun rides.


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6.sınıf İngilizce kitabı

Mesaj  Admin Bir C.tesi Ekim 01, 2016 8:01 pm



UNİT 1 :AFTER SCHOOL

1- LİSTENİNG
A. Work in pairs and play the vocabulary game.
B. Look at the pictures below. Which activities do you do after school? Tell your friends.
You have 5 minutes. Write down the activities about daily routine and leisure time you
remember. Then, count your words. The pair with the most words wins the game.
get up, have breakfast, play soccer
_____________________________________________________
_______________________
B. Look at the pictures below. Which activities do you do after school? Tell your friends.

have a rest
have a snack
play soccer
do karate
do homework
go to dance club
go online
watch TV 6.

take guitar courses

k 1 Look at the pictures on page 8 and listen to the dialogue between Mrs. Willis
and Dave. Tick (�) the activities you hear.
D. Track 2 Listen to the recording again and circle the correct choice.
1. What time does Dave get home?
a) At 2.45. b) At 3.20.
2. When does he take guitar courses?
a) On Tuesdays. b) On Thursdays.
3. What does he do on Fridays?
a) He plays soccer. b) He goes to his karate class.
4. Does he go online on weekdays?
a) No, he doesn't. b) Yes, he does.
5. When does he do homework?
a) In the afternoon. b) In the evening.
6. Can Dave plan his time well?
a) Yes, he can. b) No, he can't.
E. Read the sentences. Find and write the days.
1. It's the first day of school.
__________________________________________________________________
2. You don't go to school on these days.
__________________________________________________________________
3. It's in the middle of the week.
__________________________________________________________________
4. It is the 5th day when you start with Sunday.
__________________________________________________________________
5. The weekend is close, but you must wait one more day

2-SPEAKİNG
A. Fill in the table with your after–school activities.
B. Work in pairs. Ask and answer questions and fill in the second table for your friend.
Look at your notes in the tables above. Compare your answers with your friend’s and then
report your after–school activities to the class.
Example
Example
May : What time do you get home?
Joe : At 3.30. What time do you get home?
May : At 3.15. What do you do after school?
Joe : I have a snack and I do my homework. Then, I play soccer.
May : When do you play soccer?
Joe : At 4.45 on Mondays and Wednesdays.
Activity Time Day
Activity Time Day
I get home at 3.15, but Joe gets home at 3.30. He has
a snack and does his homework. He plays soccer at
4.45 on Mondays and Wednesdays
3-READİNG
A. Make a list of your weekend activities.
_____________________________________________________
_____________________________________________________
B. Read Clare's homework about her weekend and look at the activities in your list above.
Have you got any common activities?

Example
A. Make a list of your weekend activities.
_____________________________________________________
_____________________________________________________
B. Read Clare's homework about her weekend and look at the activities in your list above.
Have you got any common activities?
C. Underline the words you don’t know in Clare’s homework. Then, ask your teacher and
learn their meanings.
I always go to Sun Dance Club at 9 o'clock on Saturday mornings. I learn Polka with my friends.
It's a traditional German dance. It's lots of fun. In the afternoons, I often go shopping with my
mom. Then, I usually watch TV or go online. On Saturday evenings, I usually go to my grannies
and stay there overnight. We always have a big family breakfast on Sunday mornings. I
sometimes hang around with my friends in the afternoons. I never go out on Sunday evenings.
But I always do my homework and go to bed early.
Student A : What does ‘polka’ mean?
Teacher : It’s the name of a traditional German dance.

D. Read Clare's homework again and make a list of the activities in the text.
E. Show Clare's activities on the graph. Use a different colour for each activity.
F. Work in pairs. Ask and answer the questions in turns. Use: always, usually, often,
sometimes, never.
watch TV
go online
go shopping
visit your relatives
(grandparents, uncle,...)
get up late
tidy your room
do homework
meet friends
Example go to Sun Dance Club.
A. Answer these questions.
1. Is there a traditional dance in your area/region?
2. If yes, what is its name? Can you dance it?
B. Read the announcement of Sun Dance Club. Then, write the countries under their dances.
C. Read the announcement again and answer these questions.
1. Which dance would you like to learn? Why?
2. When is that dance course?
4 READING AND SPEAKING
Egypt – Spain – Turkey – Germany


ls  there a traditional dance in your area/region?
2. If yes, what is its name? Can you dance it?
B. Read the announcement of Sun Dance Club. Then, write the countries under their dances.
C. Read the announcement again and answer these questions.
1. Which dance would you like to learn? Why?
2. When is that dance course?
4 READING AND SPEAKING
Egypt – Spain – Turkey – Germany
SUN DANCE
CLUB
Flamenco
____________
(13:30 - 15:00)
Polka
____________
(09:00 - 10:30)
SATURDAY SUNDAY
Tanoura
____________
(14:15 - 15:45)
Halay
____________
(10:00 - 11:30)
Read our timetable and then call Marie Jackson on 0 8830 735 222. Morning Classes Afternoon Classes
Do you like dancing? Come and join us!
We teach traditional dances from different countries.
It's lots of fun.
We teach:
Polka, a traditional German dance
Halay, a traditional Turkish dance
Flamenco, a traditional Spanish dance
Tanoura, a traditional Egyptian danceUnit 1 • After School
14
Conduct a survey about your classmates' favourite after–school activities and prepare a
poster.
Follow these steps:
� Make a list of 10-15 after–school activities.
� Ask your classmates’ favourite activities and put a tick (✓) next to the activity in your list.
� Count the ticks (✓) and find out the top five favourite activities in your class.
� Prepare a poster.
� Use suitable pictures, symbols or photos.
� Show your poster to your friends and make a presentation on the activities on your poster.
PROJECT
D. Work in pairs. Read your role cards, ask and answer questions and fill in the Sun Dance
Club membership card.
ROLE CARD A ROLE CARD B
You are a secretary at Sun Dance Club.
Give information about the dances and
their time. Ask questions and fill in the
membership card.
You want to enroll Sun Dance Club.
Answer your partner's questions and
become a member of Sun Dance Club.
SUN DANCE CLUB
Name and Surname :
Age :
School :
Address :
Phone number :
Dance :
Membership CardUnit 2 • Yummy Breakfast
15
YUMMY BREAKFAST
2Unit 2 • Yummy Breakfast
16
1 LISTENING
A. Look at the pictures and mark the food and drink items you like/ don't like.
B. Look at your symbols above and talk about your food and drink preferences.
C. Track 3 Listen to the conversation between Sophie and her mom. Tick (✓) the food and
drink items you hear above.
Use these symbols:
love :  don't like : 
like :  hate : 
Example
I like sausages, eggs, cheese and milk, but I don't like
butter or honey. I love muffins. It's my favourite. I
hate salami and coffee.
1. butter
2. tea 3. coffee
4. orange juice
5. milk
6. sausages 7. jam
8. honey
10. egg
14. salami
16. cereal
15. muffin
21. pancake
13. olives
22. bananas
19. apple
20. blueberries
18. cucumber
17. tomato
9. cheese
11. bagel
12. croissantsUnit 2 • Yummy Breakfast
17
D. Track 4 Listen again and mark the sentences “True” or “False”.
A. Draw the food and drink items you like at breakfast.
B. Work in pairs. Ask and answer questions and make a list of your friend’s food and drink
items.
______________________________ ______________________________
______________________________ ______________________________
Example
2 SPEAKING
Student A : Is there any cheese?
Student B : Yes, there is lots of cheese.
Student A : Is there any cereal?
Student B : No, there isn’t any cereal.
1. Sophie wants to invite Jane and Kaito for breakfast.
2. There are some eggs, but there aren’t any sausages in the fridge.
3. There is some honey, but there isn’t any jam.
4. There is only a little milk.
5. There isn’t any cereal at home.
6. Sophie wants to make a fruit salad for her friends.
7. There are some cucumbers, but there aren’t any tomatoes.
8. Sophie’s favourite food is croissant.
C. Compare your list with your friend’s drawing. Have you got all his/her food and drink
items in your list?Unit 2 • Yummy Breakfast
18
3 READING
A. Look at the picture and answer the questions.
a. Can you tell the names of the dishes on the table?
b. Are they for breakfast, lunch or dinner?
c. Which country are they from?
B. Read the text from the website 'World at the Breakfast Table' and check your answers
above. How many correct answers have you got?
C. Read the text again and write the names of the dishes below.
Hello!
I'm Kaito from Tokyo.
I'm a student in the sixth grade.
On weekdays, I often have a quick breakfast at home. But I sometimes
have sushi in the school canteen. Yummy! I love sushi. It's my favourite.
At weekends, my family and I always have a traditional Japanese
breakfast. As you know, Japanese people eat lots of rice. We even
have rice for breakfast. There is also miso soup. It's a kind of vegetable
soup. I don't like it much, but mom thinks it's nutritious. So, I must
eat it. There is also soybeans, rolled omelet, cucumbers, tomatoes and
grilled fish on our breakfast table. I love grilled fish. Actually, I love any
kind of fish. But I hate seaweed and soybeans. What's your traditional
breakfast like?

4 SPEAKING
A. Make a quick search and answer the questions.
1) What do these expressions mean?
2) What languages are they?
3) How do you say it in your mother tongue?
5 LISTENING AND READING
A. Work in groups and answer the questions.
1. Is your breakfast similar to or different from Kaito’s breakfast?
2. What is your traditional breakfast like?
B. Prepare a menu and make a presentation about your traditional breakfast. Look at the
example in activity 3B.

A. Make a quick search and answer the questions.
1) What do these expressions mean?
2) What languages are they?
Bon appétit!
Buon appetito!
Guten Apetit
Unit 2 • Yummy Breakfast
20
B. Track 5 Listen to the conversation and put the phrases in the correct place.
Jane : The breakfast looks great!
Sophie : Bon appètit!
Kaito : (1) _____________________
Sophie : It means, (2) _____________ in
French.
Kaito : Oh, thank you.
Sophie : Want some croissants?
Jane : Yes. Yummy! (4) _____________
Kaito : Yes, please.
Sophie : (3) ___________ some cheese and
olives?
Jane : I’ll have some cheese. I don’t like
olives.
Kaito : Some cheese and olives, please. I
love both.
Sophie : Would you like some fruit salad?
Kaito : No, thanks. We don’t eat fruit at
breakfast.
Jane : (5) __________ I like fruit any time
of the day.
a. Yes, please. e. Would you like
b. I’m full. f. It’s my favourite.
c. it’s all gone. g. enjoy your meal
d. Excuse me? h. Is it a type of chips?Unit 2 • Yummy Breakfast
21
Kaito : Can I have some more cheese,
please?
Sophie : I’m sorry, (6) Would
you like some cereal?
Kaito : Cereal? (7)
Sophie : No, it’s not junk food.
Kaito : Let me see.
Kaito : Hmmm…It’s healthy oat meal. It
says, serve with milk or fruit juice.
Sophie : Would you like anything else?
Jane : Oh, no! (7) .
Kaito : Oh, yes. Thank you very much,
Sophie.
Sophie : You’re welcome.
C. Read the conversation again and answer the questions.
1. Where is Sophie from? 4. Who doesn’t eat fruit at breakfast?
2. Who doesn’t like olives? 5. What type of food is cereal?
3. What’s Jane's favourite food? 6. How should we serve cereal?
D. Read the labels of some food and drink items and match them with the correct products.
Be careful! There is an extra product.
___ a. Shake well before opening!
___ b. Store at room temperature!
___ c. Store in refrigerator!
E. Write a label for the extra product

A. Imagine you are going on a picnic. Make a list of the food and drink items you would like
to have.
B. Work in small groups. Look at your list above, ask and answer questions and decide on
the food and drink items to take for the picnic.
Example
+ bagels
+ beans
Student A : I like bagels. Shall we take bagels?
Student B : Yes, I like bagels, too.
Student C : Yummy! It’s my favourite. Let’s take lots of bagels.
Student B : Do you like beans?
Student C : Excuse me?
Student B : Beans. Do you like beans?
Student C : Yuk! I don’t like beans at all.
Student A : Well, I don’t mind. We can take some beans, too.
Work in groups and create an imaginary creature. Decide the food items the creature likes
and doesn't like. Then, draw a picture of it and the food items it eats and label them.
Follow these steps:
� Come together with your group members.
� Take a large piece of cardboard.
� Create an imaginary creature.
� Decide and make a list of the food items your creature likes and doesn't like.
� Draw the food items it likes on the cardboard.
� Label the food items on the cardboard.
� Show your picture to your classmates and talk about your creature’s food preferences.

UNİT 3: A DAY IN MY CITY
1 READING
A. Work in groups and talk about the followings.
1. Do you live in a city or a country?
2. What is your environment like?
3. Would you like to live somewhere different? Where?
B. Look at the pictures of Judy and her family and answer the question.
Where do they live? In a city or a county?
C. Read the text and put the pictures in activity B in the correct order.
My family and I live in a small country called Frodsham. It's a quiet and lovely place. We
have got a house with a garden.
Today is a big day for us. We are preparing for a visit to Uncle Martin and his family. They
live in an apartment house in Manchester.
Everybody is busy now. Tim, my elder brother is feeding the dog. Good boy! Oh, dear!
Sally is crying again. She can't find her favourite doll. Mom is looking for it. There it is!
What is dad doing? He is putting the suitcases in the car. Gosh! I'm still preparing my
suitcase. I must hurry!
D. Read the text above again and answer the questions.
1. Where do Judy and her family live?
2. Where are they going?
3. Who is feeding the dog?
4. What is Judy's mom looking for?
5. What is Judy’s dad doing?
A. You are preparing for a short trip with
three of your friends. What are you and
your friends doing at the moment? Make
notes.
B. Work in pairs. Ask and answer questions
about your partner and his/her friends
and take notes. Look at the example.
2 SPEAKING
Example
I / get dressed
Jane / prepare breakfast

Example
Student A : What are you doing?
Student B : I'm getting dressed.
Student A : What is Jane doing?
Student B : She is preparing breakfast.
3 LISTENING
A. Look at the picture and answer the questions.
1. Can you find Judy and her family members in the pictures?
2. What are they doing?
B. Track 6 Listen to the recording and mark the sentences "True" or "False".
C. Look at the picture in activity A and complete the text with the correct form of the verbs in
the box.
1. Mom is buying some new clothes for herself.
2. Judy is feeding the street cats.
3. Sally is watching the cats.
4. Ted is waiting in a line to get cinema tickets.
5. Dad and Uncle Tom are sitting in the car.
6. The city is not crowded or noisy.
cross - have - eat - wait - direct
Downtown is busier on Mondays. There are many people around. They are doing different
things. At the moment, two people ___________ Chinese food at the Chinese restaurant.
There is a girl at the café. She (1) __________ a drink and watching around. Some people
(2) ___________ the street at the traffic lights. A police officer (3) ___________ the traffic.
There are some people at the bus stop, too. They (4) ___________ for the next bus.
4HAVE FUN
Work in groups and play the miming game.
Student A : Imagine you are downtown. What are you doing there? Mime it and answer your
friends' questions. Use: "Yes." or "No."
Other Students : Look at your friend. Ask questions and try to find out: What is your friend doing?
Ted : Are you cleaning your hands?
Jane : No.
Mary : Are you feeding the birds?
Jane : Yes, I'm feeding the birds

5 -LİSTENİNG
A. Look at the pictures and answer the questions.
B. Track 7 Listen to the conversation between Ted, Judy and Sally and find out:
• Who prefers living in the city?
• Who prefers living in the county?
C. Track 8 Listen to the conversation again and mark the correct choice.
D. Write two more sentences about the city and the country. Look at the examples in activity C.
The city is ________________________________ .
The country is _____________________________ .
1. What is the environment like in each picture?
2. Where would you like to live? Why?
8 Listen to the conversation again and mark the correct choice.
D. Write two more sentences about the city and the country. Look at the examples in activity C.
The city is ________________________________ .
The country is _____________________________ .
1. What is the environment like in each picture?
2. Where would you like to live? Why?
1. The city is          than the country.
a) more exciting b) more boring
2. City life is          than the country life.
a) funnier b) easier
3. The city is          than the country.
a) more crowded b) more relaxing
4. The city is          than the country.
a) quieter b) noisier
5. The country is       than the city.
a) dirtier b) cleaner

A. Look at the pictures and talk about the things in the pictures as in the example. Use the
key words.
6 SPEAKING
tall - skyscrapers/apartment buildings
1. crowded – street/park
3. fast – plane/train
2. healthy – junk food/fruit
4. exciting – adventure movie/soap opera
Example
Skyscrapers are taller than apartment
buildings.

B. Work in pairs. Do you know the cities below? Ask and answer questions as in the example
and take notes.
Ankara is _______________________________
_______________________________________
_______________________________________
İstanbul is ______________________________
_______________________________________
_______________________________________
Student A : Which city is larger? Ankara or İstanbul.
Student B : İstanbul.
Take a photo or draw a picture of your street/neighbourhood in the morning and describe
what everyone is doing. You can use professions as well.
Follow these steps:
� Get up early in the morning.
� Go out or go to the balcony.
� Observe your street/neighbourhood carefully.
� Take a photo or draw a picture.
� Cut out speech bubbles and stick them next to the people in your photo/picture.
� In the speech bubbles, write what everyone is doing.



En son Admin tarafından C.tesi Ekim 01, 2016 8:58 pm tarihinde değiştirildi, toplamda 1 kere değiştirildi
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