9. Sınıf İngilizce
Senaryona göre yazdır, çöz.

1. A greener school festival · 18 puan

At West School’s spring festival, the drama club performed a play about waste. Visitors brought reusable cups, and the gardening club sold plants in reused containers. Ticket money paid for new recycling boxes. The festival committee said that a single enjoyable afternoon was only the beginning: each class would check its waste every Friday for the rest of the term.

What was the festival’s shared environmental purpose? Explain how one activity supported it. Why did the committee call the festival “only the beginning”?

2. Choosing learning tools · 14 puan

A class uses an interactive whiteboard to move words and pictures on a large screen. It uses an online quiz to receive an immediate score. Students without internet at home use printed worksheets.

Write three recommendations for a new pupil. Use “interactive whiteboard”, “online quiz” and “worksheet” once each. Explain the purpose or suitable situation for each tool.

3. A phone-use message · 12 puan

Fictional study-group notes:

Problem: phone notifications interrupt the group’s work.

Helpful action: put phones away during the task.

Request to Eda: lower her phone’s volume.

Group idea: take a short break together after the task.

Write three useful messages: (a) advice using “should” about the helpful action; (b) a polite request to Eda using “Could you …?”; (c) a suggestion to the group using “Shall we …?”.

4. Making room for everyone · 16 puan

The Demir family lives in a small flat. Elif needs a quiet place to study, but her brother practises the violin in the living room after dinner. They first argue about the noise. Then they agree that he will practise before dinner and Elif will use the living room afterwards. At weekends, they both use headphones when watching videos.

What caused the conflict? Explain the weekday solution and how it considers both children’s needs.

5. Read a welcome programme · 12 puan

INTERNATIONAL SCHOOL WELCOME DAY

Morning: short talks in the hall. Aya, a student from Japan, speaks Japanese and English. She will introduce Tokyo and its city parks. Marco, a student from Italy, speaks Italian and English. He will introduce Rome and its historic buildings.

Afternoon: mixed teams create travel posters in the library. Each team includes students from different countries so that they can compare ideas, rather than make a poster about only one country.

Give a suitable short title other than the printed one. Where are the afternoon activities? Explain why the teams include students from different countries.

6. Build a new student profile · 28 puan

MODEL

Hello, I am Mira from Türkiye. I speak Turkish. Ankara is the capital of my country. Visitors can see Anıtkabir there. At our school’s country day, I share photographs of the city.

NEW NOTES

Leo / Italy / Italian / capital: Rome / visitors: explore historic buildings / country day: show a city map

Use the model’s organisation to write a new five-sentence profile for Leo. Adapt all the personal and country details. Do not copy Mira’s details.

1. Making room for everyone · 14 puan

The Demir family lives in a small flat. Elif needs a quiet place to study, but her brother practises the violin in the living room after dinner. They first argue about the noise. Then they agree that he will practise before dinner and Elif will use the living room afterwards. At weekends, they both use headphones when watching videos.

What caused the conflict? Explain the weekday solution and how it considers both children’s needs.

2. Cooking choices · 12 puan

At a school food fair, vegetables cooked above hot water are steamed. Food cooked in hot oil is fried. Food cooked in an oven is baked. Each stall explains its cooking method to visitors.

A visitor asks how three dishes are prepared: vegetables above hot water, potato slices in hot oil, and bread in an oven. Write three full answers using “steamed”, “fried” and “baked” correctly.

3. A future transport proposal · 14 puan

A town is testing small self-driving buses on a fixed route. A trained operator travels on every bus during the trial and can take control if necessary. The buses stop at marked stops; they cannot take each passenger to a private address. The town hopes to reduce short car journeys, but it will study safety and passenger feedback before expanding the service.

Explain one restriction on the bus route and one fact about human supervision during the trial. Does the town plan to expand immediately? Support your answer.

4. A country-day welcome · 12 puan

A new student is helping with a school country-day display. The display needs a welcome text about countries, capitals and languages.

Write three connected sentences for a fictional display. Use “capital”, “language” and “national celebration” correctly, once each. You may use these facts: Türkiye—Ankara—Turkish; students present songs at the celebration.

5. Introduce visiting pupils · 12 puan

Visitors: Aya and Ken / country: Japan / language ability: Japanese and English

Host: Ece / country: Türkiye / language ability: Turkish and English

Write three sentences: introduce Aya and Ken’s country using “they” and the correct form of “be”; state their language abilities using “can”; and state Ece’s language abilities using “can”.

6. A capital and its activities · 12 puan

Country-day notes:

country: Türkiye / capital: Ankara

visitor activities in Ankara: visit museums; explore parks

Write one sentence naming the capital, using the correct form of “be”. Then write one question and its answer about visitor activities, using “What can …?” and “can”. Include both activities from the notes.

7. Write a welcome email · 24 puan

Imagine you are a fictional pupil welcoming a new student to your school’s country day. The event includes country displays and short talks. You may invent safe, ordinary details about the pupils and the event.

Write a 45–60-word welcome email. Introduce your fictional name, country and language; name a capital and one activity or attraction there; explain one country-day activity; and invite the new pupil to take part. Use a greeting and a closing.

1. A greener school festival · 16 puan

At West School’s spring festival, the drama club performed a play about waste. Visitors brought reusable cups, and the gardening club sold plants in reused containers. Ticket money paid for new recycling boxes. The festival committee said that a single enjoyable afternoon was only the beginning: each class would check its waste every Friday for the rest of the term.

What was the festival’s shared environmental purpose? Explain how one activity supported it. Why did the committee call the festival “only the beginning”?

2. Choosing learning tools · 12 puan

A class uses an interactive whiteboard to move words and pictures on a large screen. It uses an online quiz to receive an immediate score. Students without internet at home use printed worksheets.

Write three recommendations for a new pupil. Use “interactive whiteboard”, “online quiz” and “worksheet” once each. Explain the purpose or suitable situation for each tool.

3. Making room for everyone · 16 puan

The Demir family lives in a small flat. Elif needs a quiet place to study, but her brother practises the violin in the living room after dinner. They first argue about the noise. Then they agree that he will practise before dinner and Elif will use the living room afterwards. At weekends, they both use headphones when watching videos.

What caused the conflict? Explain the weekday solution and how it considers both children’s needs.

4. More than flags · 19 puan

For country day, some pupils first suggested putting flags on the walls. Then an exchange student said, “A flag tells you where I come from, but not what school life is like there.” The group changed its plan. Beside each flag, pupils displayed a school timetable, a short account of a favourite local activity and a question visitors could answer. Visitors stayed longer and asked about everyday life.

Why did the group change its original plan? Give two additions that made the displays more informative, and explain what the visitors’ behaviour suggests.

5. Introduce visiting pupils · 12 puan

Visitors: Aya and Ken / country: Japan / language ability: Japanese and English

Host: Ece / country: Türkiye / language ability: Turkish and English

Write three sentences: introduce Aya and Ken’s country using “they” and the correct form of “be”; state their language abilities using “can”; and state Ece’s language abilities using “can”.

6. Build a new student profile · 25 puan

MODEL

Hello, I am Mira from Türkiye. I speak Turkish. Ankara is the capital of my country. Visitors can see Anıtkabir there. At our school’s country day, I share photographs of the city.

NEW NOTES

Leo / Italy / Italian / capital: Rome / visitors: explore historic buildings / country day: show a city map

Use the model’s organisation to write a new five-sentence profile for Leo. Adapt all the personal and country details. Do not copy Mira’s details.

1. A greener school festival · 14 puan

At West School’s spring festival, the drama club performed a play about waste. Visitors brought reusable cups, and the gardening club sold plants in reused containers. Ticket money paid for new recycling boxes. The festival committee said that a single enjoyable afternoon was only the beginning: each class would check its waste every Friday for the rest of the term.

What was the festival’s shared environmental purpose? Explain how one activity supported it. Why did the committee call the festival “only the beginning”?

2. A phone-use message · 12 puan

Fictional study-group notes:

Problem: phone notifications interrupt the group’s work.

Helpful action: put phones away during the task.

Request to Eda: lower her phone’s volume.

Group idea: take a short break together after the task.

Write three useful messages: (a) advice using “should” about the helpful action; (b) a polite request to Eda using “Could you …?”; (c) a suggestion to the group using “Shall we …?”.

3. Cooking choices · 12 puan

At a school food fair, vegetables cooked above hot water are steamed. Food cooked in hot oil is fried. Food cooked in an oven is baked. Each stall explains its cooking method to visitors.

A visitor asks how three dishes are prepared: vegetables above hot water, potato slices in hot oil, and bread in an oven. Write three full answers using “steamed”, “fried” and “baked” correctly.

4. A future transport proposal · 14 puan

A town is testing small self-driving buses on a fixed route. A trained operator travels on every bus during the trial and can take control if necessary. The buses stop at marked stops; they cannot take each passenger to a private address. The town hopes to reduce short car journeys, but it will study safety and passenger feedback before expanding the service.

Explain one restriction on the bus route and one fact about human supervision during the trial. Does the town plan to expand immediately? Support your answer.

5. A country-day welcome · 12 puan

A new student is helping with a school country-day display. The display needs a welcome text about countries, capitals and languages.

Write three connected sentences for a fictional display. Use “capital”, “language” and “national celebration” correctly, once each. You may use these facts: Türkiye—Ankara—Turkish; students present songs at the celebration.

6. Introduce visiting pupils · 12 puan

Visitors: Aya and Ken / country: Japan / language ability: Japanese and English

Host: Ece / country: Türkiye / language ability: Turkish and English

Write three sentences: introduce Aya and Ken’s country using “they” and the correct form of “be”; state their language abilities using “can”; and state Ece’s language abilities using “can”.

7. Write a welcome email · 24 puan

Imagine you are a fictional pupil welcoming a new student to your school’s country day. The event includes country displays and short talks. You may invent safe, ordinary details about the pupils and the event.

Write a 45–60-word welcome email. Introduce your fictional name, country and language; name a capital and one activity or attraction there; explain one country-day activity; and invite the new pupil to take part. Use a greeting and a closing.

1. A greener school festival · 14 puan

At West School’s spring festival, the drama club performed a play about waste. Visitors brought reusable cups, and the gardening club sold plants in reused containers. Ticket money paid for new recycling boxes. The festival committee said that a single enjoyable afternoon was only the beginning: each class would check its waste every Friday for the rest of the term.

What was the festival’s shared environmental purpose? Explain how one activity supported it. Why did the committee call the festival “only the beginning”?

2. Choosing learning tools · 12 puan

A class uses an interactive whiteboard to move words and pictures on a large screen. It uses an online quiz to receive an immediate score. Students without internet at home use printed worksheets.

Write three recommendations for a new pupil. Use “interactive whiteboard”, “online quiz” and “worksheet” once each. Explain the purpose or suitable situation for each tool.

3. Making room for everyone · 14 puan

The Demir family lives in a small flat. Elif needs a quiet place to study, but her brother practises the violin in the living room after dinner. They first argue about the noise. Then they agree that he will practise before dinner and Elif will use the living room afterwards. At weekends, they both use headphones when watching videos.

What caused the conflict? Explain the weekday solution and how it considers both children’s needs.

4. Cooking choices · 12 puan

At a school food fair, vegetables cooked above hot water are steamed. Food cooked in hot oil is fried. Food cooked in an oven is baked. Each stall explains its cooking method to visitors.

A visitor asks how three dishes are prepared: vegetables above hot water, potato slices in hot oil, and bread in an oven. Write three full answers using “steamed”, “fried” and “baked” correctly.

5. A future transport proposal · 14 puan

A town is testing small self-driving buses on a fixed route. A trained operator travels on every bus during the trial and can take control if necessary. The buses stop at marked stops; they cannot take each passenger to a private address. The town hopes to reduce short car journeys, but it will study safety and passenger feedback before expanding the service.

Explain one restriction on the bus route and one fact about human supervision during the trial. Does the town plan to expand immediately? Support your answer.

6. Read a welcome programme · 10 puan

INTERNATIONAL SCHOOL WELCOME DAY

Morning: short talks in the hall. Aya, a student from Japan, speaks Japanese and English. She will introduce Tokyo and its city parks. Marco, a student from Italy, speaks Italian and English. He will introduce Rome and its historic buildings.

Afternoon: mixed teams create travel posters in the library. Each team includes students from different countries so that they can compare ideas, rather than make a poster about only one country.

Give a suitable short title other than the printed one. Where are the afternoon activities? Explain why the teams include students from different countries.

7. Write a welcome email · 24 puan

Imagine you are a fictional pupil welcoming a new student to your school’s country day. The event includes country displays and short talks. You may invent safe, ordinary details about the pupils and the event.

Write a 45–60-word welcome email. Introduce your fictional name, country and language; name a capital and one activity or attraction there; explain one country-day activity; and invite the new pupil to take part. Use a greeting and a closing.