THEME 10Hazırlık Sonrası 10. SınıfB1+/B211 ders saati

Education

10A As Easy as ABC — talking about education, expressing reasons/results, body language · 10B What Do You Mean? — non-verbal communication and interpreting meaning

Sıradaki adımVocabularyHedef kelimeleri örnek cümlelerle öğren.

0 / 8

Başla

Bu yıl önceki program işleniyor. Resmî 2026–2027 yıllık planına göre hazırlık sonrası 10. sınıfta bu yıl önceki program işleniyor. Temalar ve içerik, okulda okutulan 'PROGRESS 10th Grade' ders kitabının 10 temasına birebir uyarlanmıştır. TYMM'in gelecek yıllar için öngördüğü 8 temalı çerçeve, bu sınıf TYMM'e geçtiğinde kullanılmak üzere ayrıca saklanmaktadır.

Başlamadan önce

What Will I Learn?

Nasıl çalışılır?

Bu temada neyi öğreneceğini oku.
Aşağıdaki 8 adımı sırayla takip et; üstteki sekmelerden de geçebilirsin.
Her adımın sonunda “Bu adımı tamamladım”a bas.
İlerlemen bu tarayıcıda saklanır; hesap gerekmez.

Konular

10A As Easy as ABC — talking about education, expressing reasons/results, body language
10B What Do You Mean? — non-verbal communication and interpreting meaning

Dil yapıları

Phrasal verbs about education and communication

Sonraki adımVocabulary →

Adım 1 / 8

Vocabulary

20 hedef kelime

Nasıl çalışılır?

Her kartta kelimeyi oku, hoparlör düğmesiyle dinle.
Örnek cümleyi yüksek sesle tekrar et.
“Anlamları gizle” ile kendini test et; anlamı görmek için üstüne dokun.
Bilmediğin kelimeleri defterine yaz.

curriculum

müfredat

The new curriculum gives students more freedom to choose their own subjects.

rote learning

n. phrase

ezbere öğrenme

Critics argue that rote learning doesn't prepare students for real-life problem solving.

student-centred

adj.

öğrenci merkezli

A student-centred classroom lets learners choose how they explore a topic.

assessment

değerlendirme

Some schools rely on a single final exam, while others use continuous assessment.

motivation

motivasyon

Her motivation to study medicine comes from watching her grandmother recover from illness.

self-discipline

öz disiplin

Homeschooled students often need strong self-discipline to keep up with their studies.

peer pressure

n. phrase

akran baskısı

Peer pressure can push students to study harder, or to skip class altogether.

drop out

phr. v. (intransitive)

okulu/kursu bırakmak

He nearly dropped out in his final year, but a supportive teacher changed his mind.

catch up

phr. v. (transitive/intransitive)

geriyi kapatmak, yetişmek

The tutoring programme helps students catch up on material they missed.

look into

phr. v. (transitive)

araştırmak, incelemek

Before choosing a school, it's worth looking into its teaching methods.

work out

phr. v. (transitive)

çözmek, hesaplamak

The class worked out the answer together instead of being given it directly.

hand in

phr. v. (transitive)

teslim etmek

Students must hand in their portfolios by the end of the term.

body language

n. phrase

beden dili

Good interviewers read a candidate's body language as carefully as their answers.

gesture

el kol hareketi, jest

She made a small gesture with her hand to show she wanted to speak.

facial expression

n. phrase

yüz ifadesi

His facial expression gave away his disappointment before he said a word.

posture

duruş

Confident posture — shoulders back, chin level — can change how others see you.

eye contact

n. phrase

göz teması

In many cultures, steady eye contact signals honesty and confidence.

avoid

kaçınmak

Nervous speakers often avoid eye contact with the audience.

interpret

yorumlamak

It can be difficult to interpret a gesture correctly without knowing the culture behind it.

cross one's arms

v. phrase

kollarını kavuşturmak

When the teacher asked a tricky question, he crossed his arms and looked away.

← Genel bakışSonraki adımPlay →

Adım 2 / 8

Play

Kelimeleri oyunla pekiştir.

Nasıl çalışılır?

Bir oyun seç ve Başla’ya bas.
Her cevaptan sonra hemen doğru/yanlış görürsün.
Sonunda tekrar etmen gereken kelimeler listelenir.
%70 ve üzeri alınca bu adım tamamlanır.

Öğretmenler: her oyunun sınıfta oynanacak kart sürümü öğretmen sayfasında.

← VocabularySonraki adımGrammar →

Adım 3 / 8

Grammar

Kuralı ezberleme; örneklerden kendin keşfet.

Nasıl çalışılır?

Notice: Örnek cümlelerdeki renkli kısımlara bak.
Discover: Kuralı tamamla, ipuçlarıyla cümle kur, sonra kendi cümlelerini yaz.
Rule ve Form tablosunu oku; sık yapılan hatalara dikkat et.
Practice: Soruları cevapla, “Kontrol et”e bas.

Clauses of Reason and Result

1 · Notice

Many families choose homeschooling because it lets children learn at their own pace.
Since the exam covers so much material, students often revise for weeks beforehand.
The lecture was so boring that half the class stopped taking notes.
The school introduced such a flexible timetable that attendance improved almost overnight.

In which sentences does the underlined word introduce a REASON (why something happens), and in which introduces a RESULT (what happens because of it)?

2 · Discover

A Complete the rule

Complete the rule with the words in the box.

a reasona resultso/such...thatbecause/since/as/due to

B Build sentences

Use the cues to build true sentences about education.

she chose / online learning because / it fit her work schedule
✓ She chose online learning because it fit her work schedule.
many students prefer / group projects since / they learn from each other
Your sentence
Model answer
Many students prefer group projects since they learn from each other.
the school changed the timetable due to / low attendance on Fridays
Your sentence
Model answer
The school changed the timetable due to low attendance on Fridays.
the test was / so difficult that / almost nobody finished it
Your sentence
Model answer
The test was so difficult that almost nobody finished it.
it was / such a useful workshop that / the school repeated it twice
Your sentence
Model answer
It was such a useful workshop that the school repeated it twice.
? / you choose this school as / it offers more electives
Your sentence
Model answer
Did you choose this school as it offers more electives?

C Your turn

Write four sentences explaining reasons and results connected to your own education — why you chose something, or what a result of your effort was.

I chose… because…Since…, I decided to…The class was so… that…It was such a… that…

Rule

Reason connectors (because, since, as, due to) explain WHY something happens. 'So + adjective/adverb + that' and 'such + (a/an) + adjective + noun + that' structures describe the RESULT of something. 'Due to' is followed by a noun/noun phrase (due to low attendance), while the others are followed by a clause.

TRSebep bildiren bağlaçlar (because, since, as, due to) bir olayın NEDENİNİ açıklar. 'So + sıfat/zarf + that' ve 'such + (a/an) + sıfat + isim + that' yapıları ise bir olayın SONUCUNU bildirir. 'Due to' isim/isim öbeğiyle kullanılır (due to low attendance), diğerleri bir cümle alır.

When?

We use because/since/as/due to to explain the reason behind an educational choice or outcome; we use so...that/such...that to show how intense something was and what result it led to.

TRBir eğitim tercihinin ya da başarının nedenini açıklarken because/since/as/due to; bir durumun ne kadar yoğun olduğunu ve bunun ne gibi bir sonuca yol açtığını anlatırken so...that/such...that kullanırız.

3 · Form

Positive

She switched schools because the new one offered better labs.
The course was so intensive that students needed extra breaks.

Negative

He didn't drop out, even though the material was difficult.
It wasn't such a hard exam that everyone failed.

Question

Why did you choose this programme?
Was the workshop so useful that you'd recommend it?

Short answers

Because it matched my interests.
Yes, it was. / No, not really.

Mistakes

She chose this school due to it has smaller classes.She chose this school due to its smaller classes. / She chose this school because it has smaller classes.
'Due to' is followed by a noun phrase, not a clause; use 'because' before a clause.
TR'Due to' bir isim öbeği alır, cümle alamaz; cümle için 'because' kullanılmalıdır.
The lesson was so interesting lesson that nobody left early.The lesson was so interesting that nobody left early.
In the 'so' structure, the noun is not repeated: so + adjective + that.
TR'So' yapısında isim tekrar edilmez: so + sıfat + that.
It was such interesting lesson that we asked for more.It was such an interesting lesson that we asked for more.
In the 'such' structure, don't forget 'a/an' before a singular countable noun.
TR'Such' yapısında tekil sayılabilir isimden önce 'a/an' unutulmamalıdır.

Compare

Reason vs Result Connectors
	Reason (why)	Result (what happened)
Connector	because, since, as, due toShe studies hard because she wants a scholarship.	so...that, such...thatShe studied so hard that she won a scholarship.
Followed by	a clause (due to + noun phrase)due to a lack of funding	a clause after that
Position	can start or end the sentence	usually mid-sentence, after the verb/noun

4 · Practice

Challenge

Present Tense for General Truths + Modal Verbs of Deduction (Body Language)

1 · Notice

Crossed arms often signal that a person feels defensive or uncomfortable.
She's avoiding eye contact, so she might be nervous about the interview.
He must be confident — look at that relaxed posture and steady eye contact.
They can't be telling the truth; their facial expressions don't match their words at all.

Which sentence states a general truth about body language, and which sentences make a GUESS about someone's feelings based on evidence?

2 · Discover

A Complete the rule

Complete the rule with the words in the box.

a general trutha strong positive guessa weak/possible guessa strong negative guess (impossible)

B Build sentences

Use the cues to build true sentences interpreting body language.

crossed arms often / signal discomfort
✓ Crossed arms often signal discomfort.
he avoid / eye contact he / might be / shy
Your sentence
Model answer
He's avoiding eye contact, so he might be shy.
she smile / and / lean forward she / must be / interested
Your sentence
Model answer
She's smiling and leaning forward, so she must be interested.
his voice / shake he can't be / as calm as he claims
Your sentence
Model answer
His voice is shaking, so he can't be as calm as he claims.
a firm handshake usually / suggest confidence
Your sentence
Model answer
A firm handshake usually suggests confidence.
? / that gesture mean agreement / or / confusion
Your sentence
Model answer
Could that gesture mean agreement or confusion?

C Your turn

Describe a person's body language in a situation you imagine (an interview, a presentation, a first date) and write four sentences interpreting what it might mean.

Her posture suggests…He might be… because…That must mean…They can't be… since…

Rule

Use the Present Simple to state the general meaning of body language (Crossed arms often signal discomfort). Use modal verbs to guess how someone feels based on evidence: 'might/could be' (weak possibility), 'must be' (strong positive guess), 'can't be' (strong negative guess/impossible).

TRBeden dilinin genel anlamını açıklarken Present Simple kullanılır (Crossed arms often signal discomfort). Birinin ne hissettiğini KANITA dayanarak tahmin ederken modal fiiller kullanılır: 'might/could be' (zayıf ihtimal), 'must be' (güçlü olumlu tahmin), 'can't be' (güçlü olumsuz tahmin/imkânsız).

When?

We use the Present Simple to state a general rule about body language, and modal verbs of deduction to guess how a specific person is feeling right now, based on evidence.

TRBeden dilinin genel kuralını anlatırken Present Simple; belirli bir kişinin o an ne hissettiğini kanıta dayanarak tahmin ederken modal fiilleri kullanırız.

3 · Form

Positive

Steady eye contact usually suggests honesty.
She must be excited — she can't stop smiling.

Negative

Crossed arms don't always mean someone is angry.
He can't be relaxed; his shoulders are so tense.

Question

What does a raised eyebrow usually mean?
Could that gesture mean something different in another culture?

Short answers

It usually means surprise or doubt.
Yes, it could. / No, it can't.

Mistakes

She must being nervous because she's biting her nails.She must be nervous because she's biting her nails.
After a modal verb, use the base form of the verb: must be, not must being.
TRModal fiilden sonra fiilin yalın (base) hâli kullanılır: must be, not must being.
He can't be interested, he's smiling and leaning forward.He can't be uninterested — he's smiling and leaning forward. / He must be interested, since he's smiling and leaning forward.
When the evidence points to a positive feeling, use 'must be' rather than 'can't be'.
TRKanıt olumlu bir duyguyu işaret ediyorsa, 'can't be' yerine 'must be' kullanılmalıdır.
Crossed arms is signalling discomfort in general.Crossed arms generally signal discomfort.
A general truth is expressed with the Present Simple, not the Present Progressive.
TRGenel bir gerçek anlatılırken Present Progressive değil Present Simple kullanılır.

Compare

General Truth vs Guess about a Specific Person
	Present Simple (general truth)	Modal + be (guess about now)
Use	a rule that is usually trueA smile often signals friendliness.	a guess about one person, nowShe's smiling, so she must be pleased.
Strength of guess	not applicable	might/could = weak; must = strong positive; can't = strong negative
Typical evidence word	usually, generally, often	right now, at the moment, judging by…

4 · Practice

Challenge

← PlaySonraki adımReading →

Adım 4 / 8

Reading

Özgün metin ve anlama soruları.

Nasıl çalışılır?

Before: Başlığa bakıp tahmin et.
Metni önce hızlıca, sonra dikkatle oku.
While: Soruları cevapla ve kontrol et.
After: Konuşma sorularını düşün ya da yaz.

1 Before reading

Look at the title. What do you think 'one size doesn't fit all' means about education?
Which do you think you'd prefer as a student: a strict, exam-focused school or a flexible, student-centred one? Why?

One Size Doesn't Fit All

Walk into a classroom in one country and you might see rows of silent students copying notes from a board. Walk into a classroom elsewhere, and you might find children sitting in a circle, designing their own project for the week. Neither approach is automatically wrong; each simply grew out of different beliefs about how learning works best.

Traditional, exam-focused systems often exist because they can be measured easily and applied to large numbers of students at once. Since a single national test can be marked quickly and compared fairly, many governments rely on it, even though critics argue it encourages rote learning rather than real understanding. Such systems can be so exam-driven that students learn to answer questions without ever asking their own.

Student-centred methods, on the other hand, grew popular due to research suggesting that motivation and self-discipline improve when learners have real choices. A student who picks their own topic is often so engaged that they keep researching long after the lesson ends. The challenge is that this approach demands well-trained teachers and smaller classes — resources not every school can afford.

185 kelime · yaklaşık 2 dk

2 While reading

3 After reading

Do you think your own school leans more toward the traditional or the student-centred approach?
Can you think of a downside of student-centred learning that the text doesn't mention?

1 Before reading

What do you think the title 'The Conversation Nobody Speaks' refers to?
Can you think of a gesture that means different things in different cultures?

The Conversation Nobody Speaks

Long before a person finishes a sentence, their body has usually already said something. Researchers who study communication estimate that a large share of meaning in face-to-face conversation comes not from words, but from posture, gesture and facial expression. This silent layer of communication can support what someone says — or quietly contradict it.

Some signals appear to be almost universal. A genuine smile, for example, tends to involve the muscles around the eyes as well as the mouth, which is why a forced smile can look slightly 'off' even to a stranger. Other signals, however, change enormously between cultures. Direct eye contact might suggest confidence and honesty in one country, while in another it can be read as rude or challenging.

This is exactly why body language must be interpreted carefully, never in isolation. A single crossed-arm gesture doesn't automatically mean someone is angry or closed off; they might simply be cold, or comfortable standing that way. Skilled observers look for clusters of signals and consider the context before drawing any conclusion about what a person really means.

179 kelime · yaklaşık 1 dk

2 While reading

3 After reading

Why do you think a forced smile can look 'off' to other people?
Do you agree that a single gesture is never enough to judge how someone feels? Why or why not?

← GrammarSonraki adımListening →

Adım 5 / 8

Listening

Dinle, anla, transkriptle kontrol et.

Nasıl çalışılır?

Before: Ne duyacağını tahmin et.
Kaydı dinle; transkripti kapalı tut.
Soruları cevapla, kontrol et.
Son olarak transkriptle kontrol et ve tekrar dinle.

Why That University?

1 Before listening

Predict: what reasons do you think Emre will give for his choice?

0:00

2 While listening

Transkripti göster

FriendSo, Emre, why did you choose that university in the end?

EmreWell, the main reason is that it has a strong reputation in robotics. It's known as one of the best programmes in the country.

FriendThat makes sense. Isn't it also close to your home?

EmreYes, actually! It's close enough that I can commute instead of paying for accommodation, which saves a lot of money.

FriendSo it wasn't just about the reputation, then?

EmreNo, not at all. I had several reasons — the reputation, the location, and I also got a scholarship there.

FriendWow, a scholarship too! How do you feel about starting?

EmreHonestly, I feel more excited than nervous. I can't wait to begin.

Reading the Room

1 Before listening

What do you predict this talk will focus on: what to say, or what not to say with your body?

0:00

2 While listening

Transkripti göster

Ms. KayaGood morning. Today's talk is about how to read and use body language in an interview.

Ms. KayaFirst, posture. Slouching in your chair can suggest a lack of confidence, even if you feel confident inside.

Ms. KayaNow, a common myth: many people think crossed arms always mean the interviewer is unfriendly.

Ms. KayaThat's not true. Crossed arms don't always mean unfriendliness — the person could simply be cold, or just comfortable sitting that way.

Ms. KayaFinally, let's talk about smiling. A genuine smile involves the whole face, not just the mouth, which is exactly why it's so hard to fake.

Ms. KayaSo next time you're in an interview, pay attention to these small signals — both yours and theirs.

← ReadingSonraki adımUse English →

Adım 6 / 8

Use English

Öğrendiklerini konuşarak ve yazarak kullan.

Nasıl çalışılır?

Useful language kutusundaki kalıpları oku.
Konuşma görevini bir arkadaşınla yap ya da kendini kaydet.
Yazma planını izleyerek taslağını yaz.
Kontrol listesi ile yazını gözden geçir.

Speaking

Why I'd Choose It

In pairs, discuss which education system or learning method you would choose if you could design your own school, and why. Use reason and result connectors (because, since, as, due to, so...that, such...that) as you explain your choices.

Speaking

What's the Body Saying?

In pairs, take turns acting out a short scene (a job interview, a first day at a new school, a disagreement between friends) using only body language for 30 seconds, while your partner guesses what you might be feeling. Then discuss your interpretations using modal verbs of deduction.

Writing

My Ideal Way to Learn

Write a short opinion essay about which education method or system you think works best, and why. Start with a clear topic sentence, add at least three supporting sentences using reason/result connectors, and finish with a concluding sentence.

Taslağın (tarayıcıda saklanır)

Kontrol listesi

Clear topic sentence at the start
At least 3 supporting sentences with reasons or results
A clear concluding sentence
Uses at least 2 reason/result connectors from this theme
150–180 words

Writing

Reading a Photograph

Choose (or imagine) a photograph of two or three people interacting. Describe their body language in detail and interpret what you think each person might be feeling, using modal verbs of deduction.

Taslağın (tarayıcıda saklanır)

Kontrol listesi

Describes posture, gestures and facial expressions clearly
Uses at least 3 modal verbs of deduction (must be, might be, can't be)
Gives a reason for each interpretation
Organised into clear sentences, not just a list
150–180 words

← ListeningSonraki adımReview →

Adım 7 / 8

Review

Kısa kontroller; yanlışlar seni ilgili bölüme yönlendirir.

Nasıl çalışılır?

Kısa soruları cevapla.
Kontrol et’e bas.
Yanlışın varsa önerilen bölüme dön, tekrar et.
Sonra tema testine geç.

← Use EnglishSonraki adımTheme Test →

Adım 8 / 8

Theme Test

Temanın tüm becerilerinden sorular.

Nasıl çalışılır?

Tüm soruları cevapla; acele etme.
Kontrol et’e bas.
Sonuç ekranı hangi beceride hata yaptığını gösterir.
%60 ve üzeri alınca tema tamamlanır.

← ReviewSonraki adımİlerlemem →

Tema sonu

My Progress

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Adımlar

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I can…

I can understand the main ideas of this theme.
I can use the target words.
I can use the target grammar.
I can talk about this theme.
I can write about this theme.
I can understand a text about this theme.
I have finished the theme test.

Ödev — seviyeni seç

Destek

Match 8 vocabulary words from this theme to their Turkish meanings.
Complete 5 gap-fill sentences using because, since, as or due to.
Copy out 6 phrasal verbs from this theme and write a short definition for each.
Complete a short gap-fill about body language using must be / might be / can't be.

Standart

Write 5 sentences explaining reasons for choices you've made about your own education, using because/since/as/due to.
Complete the Grammar 1 and Grammar 2 practice sections online.
Write a short conversation (6–8 lines) between two friends discussing why one of them chose a particular course or club.
Choose five vocabulary words from this theme and use each one in your own sentence about education or communication.

İleri

Research one alternative education method (e.g. Montessori, Finnish education, homeschooling) and write a short paragraph (80–100 words) explaining why it might suit some students better than others.
Record a 1-minute voice note interpreting the body language of someone in a photo or video, using modal verbs of deduction.
Design a one-page poster comparing two education systems, giving at least three reasons for the differences.
Interview a family member about why they chose their own school or course, and write a 100-word paragraph summarising their reasons.

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