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ÖĞRETMEN · THEME 6Hazırlık Sonrası 9. SınıfB2.114 ders saati

Life in the World & Culture

Kitap: Uptone Year 9 (After Prep) B2.1 — Student's Book (MEB) · Öğrenci sayfası sade tutulur; resmî bilgiler, planlar ve cevaplar burada.

DersteTahtaya yansıt ya da ekran paylaş▶ Sınıf Modunu açÖğrenci sayfası

3 adımda derse hazırlan

  1. Ders planlarında bugünkü dersin kartını aç; akış ve süreler hazır.
  2. Sınıf Modunu tahtada aç: kelimeler, gramer, okuma, sorular adım adım; sayaç, rastgele öğrenci, takım puanı hazır.
  3. İndir sekmesinden çalışma kâğıdını ve cevap anahtarını al; internet yoksa Sınıf Modu’nun çevrimdışı dosyasını kullan.

Sekme 1 / 8

Program

Temanın resmî çerçevesi: saat, alt temalar, hedef yapılar, değerler. Zümre ve plan belgelerinde doğrudan kullanılabilir.

Düzey
Upper Secondary – Year 9 (After Prep) · B2.1
Tema
Theme 6: Life in the World & Culture
Ders saati
14 (resmî)
Alt temalar
  • Global cuisines, food habits and cultures
  • Cultural diversity and international sports, films and musical events
  • Impact of globalisation on everyday life
Hedef dil yapıları
  • Modals: probability, speculation, deduction
  • Modals: obligation and necessity (must, have to, need; had to)
  • Modals: lack of obligation, prohibition, permission
  • Modals: advice (should, ought to, had better, could)
  • Be able to (present, future)
Social language
Resmî tema sayfasından aktarılacak (kaynak)
Hedef sesler
Resmî tema sayfasından aktarılacak (kaynak)
Alan becerileri
FLFS1 Listening/Watching · FLFS2 Reading · FLFS3 Speaking · FLFS4 Writing
Destekleyici beceriler
FLSS1 Grammaring · FLSS2 Vocabulary · FLSS3 Pronunciation
Eğilimler
Resmî tema sayfasından aktarılacak (kaynak)
Sosyal-duygusal
Resmî tema sayfasından aktarılacak (kaynak)
Değerler
Resmî tema sayfasından aktarılacak (kaynak)
Okuryazarlık
Resmî tema sayfasından aktarılacak (kaynak)
Disiplinler arası
Resmî tema sayfasından aktarılacak (kaynak)
Performans görevi
Resmî tema sayfasından aktarılacak (kaynak)
Kaynak
tymm.meb.gov.tr — resmî tema sayfası
Sonraki sekmeKazanımlar →

Sekme 2 / 8

Kazanımlar

24 öğrenme çıktısı. Her ders kartı bu kodlara bağlanır; öğrenci dilindeki karşılığı “I can…” olarak verilir.

Çıktı ifadeleri resmî 2026–2027 yıllık planından alınmıştır.

L1–L4 ListeningP1 PronunciationR1–R4 ReadingV1 VocabularyG1 GrammarW1–W7 WritingS1–S6 Speaking
  • ENG.9.6.L1
    Listening/Watching

    Students can prepare and get ready for listening (to)/watching about the current content on "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life".

    I can… I can prepare myself to listen or watch content about world cultures, food and global entertainment.

  • ENG.9.6.L2
    Listening/Watching

    Students can bring together the information in the current content on "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life".

    I can… I can pick out the key information when I listen to people talking about food habits and cultural events.

  • ENG.9.6.L3
    Listening/Watching

    Students can make sense of and derive meaning from the current content on "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life".

    I can… I can follow the main ideas of a longer talk about globalisation and international culture.

  • ENG.9.6.L4
    Listening/Watching

    Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life" in relation to themselves or others, both individually and/or with others.

    I can… I can react to what I hear with my own opinion about cultural diversity and globalisation.

  • ENG.9.6.P1
    Pronunciation

    Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life" to develop holistic and conscious pronunciation skills after recognising them in context.

    I can… I can pronounce the vowel sound /əʊ/ and /ɒ/, and the consonants l, m, n, ng and p (including silent letters) accurately.

  • ENG.9.6.R1
    Reading

    Students can prepare for reading the content on "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life" efficiently and effectively.

    I can… I can prepare myself to read a text about world cuisines or global entertainment.

  • ENG.9.6.R2
    Reading

    Students can bring information together about the current content on "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life" through skimming, scanning and detailed reading.

    I can… I can scan a text to find specific information about cultural traditions and globalisation.

  • ENG.9.6.R3
    Reading

    Students can make sense of and derive meaning from the current content on "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life".

    I can… I can understand the details in a text about food, sport, film or music from around the world.

  • ENG.9.6.R4
    Reading

    Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life" in relation to themselves or others, both individually and/or with others.

    I can… I can give my own reaction to what I read about cultural diversity and globalisation.

  • ENG.9.6.V1
    Vocabulary

    Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life" after recognising them in context and developing their conscious and inductive vocabulary learning skills.

    I can… I can use vocabulary about global cuisines, cultural events and globalisation accurately.

  • ENG.9.6.G1
    Grammaring

    Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life", after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

    I can… I can use modals of probability, speculation and deduction; obligation and necessity; lack of obligation, prohibition and permission; advice; and be able to, correctly.

  • ENG.9.6.W1
    Writing

    Students can prepare for writing efficiently and accurately based on the current content about "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life".

    I can… I can plan my writing about a country's culture before I start.

  • ENG.9.6.W2
    Writing

    Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life".

    I can… I can analyse a model cultural portfolio text before writing my own.

  • ENG.9.6.W3
    Writing

    Students can construct new written content on "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life" based on their understanding of the model(s) provided.

    I can… I can write a text describing a country's food, culture or the effects of globalisation.

  • ENG.9.6.W4
    Writing

    Students can practise producing written content based on the current theme "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life".

    I can… I can practise writing short paragraphs about cultural traditions and global trends.

  • ENG.9.6.W5
    Writing

    Students can engage in the process of writing related to the content on "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life".

    I can… I can follow the steps of the writing process: plan, draft, check, share.

  • ENG.9.6.W6
    Writing

    Students can reconstruct their writing about the current theme on "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life" to communicate effectively about it.

    I can… I can check and improve my writing using a checklist.

  • ENG.9.6.W7
    Writing

    Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life" in relation to themselves or others, both individually and/or with others.

    I can… I can reflect on what I wrote and set one goal for next time.

  • ENG.9.6.S1
    Speaking

    Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life".

    I can… I can prepare ideas before I speak about world cultures and globalisation.

  • ENG.9.6.S2
    Speaking

    Students can analyse and understand the model content related to "Life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life" to support the production of spoken language.

    I can… I can understand and practise a model dialogue about food and cultural events.

  • ENG.9.6.S3
    Speaking

    Students can produce meaningful and accurate spoken content related to the current theme on "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life".

    I can… I can talk about cultural diversity and globalisation accurately in speech.

  • ENG.9.6.S4
    Speaking

    Students can construct meaningful spoken content about "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life" through efficient and meaningful practice.

    I can… I can build longer, connected answers when I talk about culture and globalisation.

  • ENG.9.6.S5
    Speaking

    Students can reconstruct the information about "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life" when communicating with others.

    I can… I can take part in a discussion, asking and answering questions naturally.

  • ENG.9.6.S6
    Speaking

    Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on "life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life" in relation to themselves or others, both individually and/or with others.

    I can… I can reflect on my own speaking and set one goal to improve.

Sonraki sekmeHaftalık plan →

Sekme 3 / 8

Haftalık plan

Temanın resmî 2026–2027 yıllık plana göre işlendiği haftalar, tarihler ve belirli günler.

Resmî 2026–2027 yıllık planı (Hazırlık sınıfı bulunan liseler · 9. sınıf). Ders ders dağılım okulun zümre planına göre yapılır; aşağıdaki ders kartları 14 saatlik temayı kapsar.

HaftaTarihSaatBelirli gün ve haftalar
2529 Mart-2 Nisan4—
265-9 Nisan4—
2712-16 Nisan4—
2819-23 Nisan2Ulusal Egemenlik ve Çocuk Bayramı (23 Nisan)

Performance assignment (resmî plan)

Students will explore the theme ''Life in the World and Culture'' by focusing on global cuisines, food habits, and cultures, cultural diversity through international sports, films, and musical events, and the impact of globalisation on everyday life. Students will design ''a cultural portfolio'' in which they choose one country to research and present its unique food traditions, popular cultural events, and important contributions to global sports or arts. They will also examine how globalisation has influenced these traditions, such as the fusion of cuisines or the international popularity of certain sports and films. The portfolio will include visuals, descriptions, and personal reflections on what they have learnt about the interconnectedness of cultures worldwide. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Tüm yıl için: 2026–2027 yıllık plan sayfası

Sonraki sekmeDers planları →

Sekme 4 / 8

Ders planları

Her ders saati için bir kart. Kartı açın: hedef, materyal, adım adım akış ve süre, farklılaştırma, ödev.

DERS 1Welcome to Theme 6: Life in the World & Culture40 dk
Kazanım
ENG.9.6.L1
Hedef dil
cuisine, globalisation, cultural exchange
Kelimeler
cuisine, globalisation, cultural exchange
Materyal
Theme 6 poster/slide, World map
Hazırlık
Prepare 3 photos: a fusion dish, an international sports event, and a global film/music event.
Ölçme
Teacher monitors pair talk for use of new words.
Ödev
Look at the Vocabulary tab and read the first 6 words.

Akış

  1. 5 Warm-up: show the 3 photos. 'What do these have in common? How are they connected to more than one country?' (Whole class)
  2. 10 Present the theme roadmap: global cuisines, cultural diversity through sport/film/music, and the impact of globalisation. (Whole class)
  3. 15 Pre-teach cuisine, globalisation, cultural exchange with examples; students note down. (Whole class → pairs)
  4. 10 Pair talk: 'One example of globalisation I notice in my everyday life is…' (Pairs)
DestekGive sentence starters on the board.
Hedef3 target words, roadmap, pair talk.
İleriFast finishers predict one food, sport or film they think has spread globally in the last 10 years.
DERS 2Vocabulary A: World Cuisines and Food Culture40 dk
Kazanım
ENG.9.6.V1
Hedef dil
staple food, street food, culinary heritage, fusion cuisine, delicacy, etiquette, dietary custom, indigenous
Kelimeler
staple food, street food, culinary heritage, fusion cuisine, delicacy, etiquette, dietary custom, indigenous
Materyal
Site: Vocabulary tab, Match It game
Hazırlık
Open the site's Vocabulary section.
Ölçme
Circulate and check sentences for correct word use.
Ödev
Practise the 8 words with the online flashcards.
İsteğe bağlı
Ödev: Match It oyununu tekrar oyna.

Akış

  1. 10 Present the 8 food-related words with example sentences; students listen and repeat. (Whole class)
  2. 15 Match It game: match word to definition in pairs, then check as a class. (Pairs)
  3. 10 Students write 3 sentences using the new words about food in their own culture. (Individual)
  4. 5 Quick share: 2-3 students read a sentence aloud. (Whole class)
DestekProvide a word bank on the board.
Hedef8 words + 3 sentences.
İleriFast finishers add a 4th sentence naming an example of fusion cuisine.
DERS 3Vocabulary B: Global Entertainment and Globalisation40 dk
Kazanım
ENG.9.6.V1
Hedef dil
homogenisation, franchise, box office, blockbuster, soundtrack, subtitles, tournament, fan base, authenticity
Kelimeler
homogenisation, franchise, box office, blockbuster, soundtrack, subtitles, tournament, fan base, authenticity
Materyal
Site: Vocabulary tab, Picture cards
Hazırlık
Print/project picture cards representing each word.
Ölçme
Listen for correct word use during sharing.
Ödev
Review all 20 words for tomorrow's grammar lesson.

Akış

  1. 10 Present the remaining words with picture cards; students guess meaning before checking. (Whole class)
  2. 15 Categorise game: sort all vocabulary so far into 'food' vs 'sport/film/music' vs 'globalisation ideas'. (Groups of 3)
  3. 10 Students share one global film, song or sports event they follow, using at least 2 new words. (Whole class)
  4. 5 Quick vocabulary quiz: teacher says definition, students say the word. (Whole class)
DestekAllow students to check the Vocabulary tab while speaking.
HedefRemaining new words, categorise game.
İleriFast finishers write one sentence with 'authenticity'.
DERS 4Grammar 1: Modals of Probability, Speculation and Deduction40 dk
Kazanım
ENG.9.6.G1
Hedef dil
must, can't, might, could, may
Kelimeler
must, can't, might
Materyal
Site: Grammar tab, Notice sentences slide
Hazırlık
Project the 4 Notice sentences.
Ölçme
Check Build answers together; monitor Your Turn sentences.
Ödev
Practice A–C on the Grammar 1 tab (site or worksheet).

Akış

  1. 8 Notice: show the 4 sentences, ask the Notice question, elicit ideas about certainty. (Whole class)
  2. 12 Discover: complete the rule using the word bank (site or worksheet). (Pairs)
  3. 12 Build: complete the 5 cued sentences, check answers together. (Individual → whole class)
  4. 8 Your Turn: write 4 sentences of deduction/speculation about food, film or sport; share with a partner. (Pairs)
DestekGive the rule box (compare table) as a reference card.
HedefNotice, Discover, Build.
İleriFast finishers try 2 Challenge questions.
DERS 5Grammar 2: Modals of Obligation and Necessity40 dk
Kazanım
ENG.9.6.G1
Hedef dil
must, have to, need to, had to
Kelimeler
have to, need to, had to
Materyal
Site: Grammar tab, Role cards
Hazırlık
Prepare short situation cards (museum rules, festival rules, etc.).
Ölçme
Listen to shared sentences for correct modal use.
Ödev
Complete Practice A–C online.

Akış

  1. 8 Notice: show the 4 sentences; discuss the difference between must and have to. (Whole class)
  2. 10 Discover + Build: complete the rule and the 5 cued sentences. (Pairs)
  3. 14 Situation cards: in pairs, write 2 obligation sentences (must/have to/had to) about a real or imagined event. (Pairs)
  4. 8 Your Turn: write 3 sentences about travel obligations; 2 pairs share for the class. (Whole class)
DestekGive a sentence frame card per situation.
HedefNotice, Discover, Build, 1 situation card.
İleriFast finishers try the Challenge dialogue.
DERS 6Grammar 3 & 4: Prohibition/Permission + Advice/Be Able To40 dk
Kazanım
ENG.9.6.G1
Hedef dil
don't have to, mustn't, can/can't, allowed to, should, had better, be able to
Kelimeler
mustn't, allowed to, should, be able to
Materyal
Site: Grammar tabs 3 & 4, Mini whiteboards
Hazırlık
Prepare 6 rule/advice statement cards for the sorting game.
Ölçme
Check sorting game answers on mini whiteboards; monitor Your Turn writing.
Ödev
Complete Practice A–C for Grammar 3 and 4.

Akış

  1. 10 Grammar 3 Notice + Discover (lack of obligation/prohibition/permission): elicit the key differences. (Whole class)
  2. 10 Sorting game: teacher reads a rule; students hold up mini whiteboards showing 'not necessary', 'forbidden' or 'allowed'. (Whole class)
  3. 12 Grammar 4 Notice + Build (advice/be able to): complete cued sentences about advice and ability. (Pairs)
  4. 8 Your Turn (Grammar 4): give 3 pieces of advice for a festival visitor, using should/had better/be able to. (Individual)
DestekProvide the compare tables as posters.
HedefBoth Discover sections + 1 practice each.
İleriFast finishers complete both Challenge sections.
DERS 7Reading Corner: The World on One Plate40 dk
Kazanım
ENG.9.6.R1, ENG.9.6.R2, ENG.9.6.R3
Hedef dil
culinary heritage, fusion cuisine, authenticity
Kelimeler
culinary heritage, authenticity
Materyal
Site: Reading R1, Printed text (optional)
Hazırlık
Prepare pre-reading questions on the board.
Ölçme
Check comprehension answers as a class.
Ödev
Re-read R1 and note 2 new words.

Akış

  1. 5 Pre-reading: predict what the text will compare, based on the title. (Whole class)
  2. 15 First read (gist): students read and answer the mcq about the main idea. (Individual)
  3. 15 Second read (detail): students answer the remaining comprehension questions in pairs. (Pairs)
  4. 5 Whole-class check and short discussion: 'Is globalisation good or bad for food traditions?' (Whole class)
DestekAllow students to underline key words before answering.
HedefGist read + all comprehension questions.
İleriFast finishers write one sentence naming a fusion dish they would like to try.
DERS 8Reading Corner: When Screens and Stadiums Cross Borders40 dk
Kazanım
ENG.9.6.R1, ENG.9.6.R3, ENG.9.6.R4
Hedef dil
fan base, box office, cultural exchange
Kelimeler
fan base, box office
Materyal
Site: Reading R2
Hazırlık
None beyond opening the Reading tab.
Ölçme
Collect and review reaction sentences.
Ödev
Prepare 2 questions about globalisation for tomorrow's listening.

Akış

  1. 5 Pre-reading: students share one international film, song or sports event they follow. (Pairs)
  2. 15 Read the text and answer the comprehension questions individually. (Individual)
  3. 12 Pair check, then class discussion: 'Does globalisation threaten local artists?' (Pairs → whole class)
  4. 8 Quick-write: one sentence giving a personal reaction to the text (R4). (Individual)
DestekGive sentence starters for the reaction task.
HedefAll comprehension questions + reaction sentence.
İleriFast finishers name one Turkish film, song or team with an international fan base.
DERS 9Listening & Pronunciation: Planning an International Potluck40 dk
Kazanım
ENG.9.6.L1, ENG.9.6.L2, ENG.9.6.P1
Hedef dil
potluck, label, allowed
Kelimeler
potluck
Materyal
Site: Listening L1 (audio/script), Sound cards for /oʊ/, /ɒ/, l
Hazırlık
Prepare sound cards for /oʊ/ vs /ɒ/ and the consonant l.
Ölçme
Listen to pair performances for pronunciation accuracy.
Ödev
Listen to L1 again at home and shadow the dialogue once.

Akış

  1. 5 Pre-listening: predict what rules might come up when planning a food event. (Whole class)
  2. 12 First listen (gist): answer the main comprehension questions. (Individual)
  3. 13 Pronunciation focus: replay key lines; practise /oʊ/ vs /ɒ/ and the consonant l in 'label', 'allowed', 'alcohol'; students repeat chorally and in pairs. (Whole class → pairs)
  4. 10 Pair practice: students perform a short exchange from the script with correct pronunciation. (Pairs)
DestekProvide the script with target sounds highlighted.
HedefGist questions + guided pronunciation practice.
İleriFast finishers find 2 more words with /oʊ/ or /ɒ/ in the script.
DERS 10Listening: Introducing the Cultural Portfolio Project40 dk
Kazanım
ENG.9.6.L3, ENG.9.6.L4
Hedef dil
reliable sources, reflection, contribution
Kelimeler
reflection
Materyal
Site: Listening L2 (audio/script)
Hazırlık
None beyond opening the Listening tab.
Ölçme
Check comprehension answers; note group ideas for later use.
Ödev
Choose a country and find one source about its food or culture.

Akış

  1. 5 Pre-listening: 'Which country would you choose for a cultural portfolio, and why?' (Pairs)
  2. 15 Listen and answer the comprehension questions about the teacher's instructions. (Individual)
  3. 12 Discuss: in groups, note down 3 possible countries and one food/cultural fact about each for Speaking 2. (Groups of 3)
  4. 8 Whole-class share of 2-3 group ideas. (Whole class)
DestekGive a shortlist of example countries.
HedefComprehension questions + group brainstorm.
İleriFast finishers begin researching their chosen country online.
DERS 11Speaking 1: Rules and Recommendations for Visitors40 dk
Kazanım
ENG.9.6.S1, ENG.9.6.S3, ENG.9.6.S5
Hedef dil
recap: obligation, prohibition and advice modals
Kelimeler
must, should, don't have to
Materyal
Site: Speaking S1, Discussion prompts
Hazırlık
Print/project the discussion prompts.
Ölçme
Use the criteria checklist to give feedback.
Ödev
Practise the discussion once more at home, recording if possible.

Akış

  1. 8 Preparation: students choose a city/region and note 3 pieces of advice or rules for visitors. (Individual)
  2. 20 Pair discussion using the model and prompts; teacher monitors for correct modal use. (Pairs)
  3. 8 Two pairs perform a short extract for the class. (Whole class)
  4. 4 Self-assessment: students tick off the criteria checklist. (Individual)
DestekProvide the model dialogue as a support script.
HedefPrepared discussion using prompts + checklist.
İleriFast finishers add a fourth piece of advice of their own.
DERS 12Speaking 2: My Cultural Portfolio — Mini-Presentation40 dk
Kazanım
ENG.9.6.S1, ENG.9.6.S2, ENG.9.6.S4, ENG.9.6.S6
Hedef dil
recap: theme vocabulary and modals
Kelimeler
cuisine, contribution, must be
Materyal
Site: Speaking S2
Hazırlık
Remind students to bring their project notes from Lesson 10.
Ölçme
Circulate during presentations; use the criteria checklist.
Ödev
Write the presentation notes as full sentences for Writing 1.

Akış

  1. 10 Planning: students prepare notes for their 2-minute talk using the prompts (food/contribution/advice). (Individual)
  2. 5 Quick peer-check: partner listens to the plan and gives one suggestion. (Pairs)
  3. 20 Mini-presentations in small groups of 4; each student presents for 2 minutes. (Groups of 4)
  4. 5 Reflection: students note one thing they did well and one goal (S6). (Individual)
DestekAllow students to read from notes.
HedefPlanned 2-minute presentation + reflection.
İleriFast finishers give feedback to a partner using one piece of topic vocabulary.
DERS 13Writing: Cultural Portfolio Page and Opinion Essay40 dk
Kazanım
ENG.9.6.W1, ENG.9.6.W2, ENG.9.6.W3, ENG.9.6.W5
Hedef dil
recap: theme vocabulary and grammar
Kelimeler
cultural portfolio, opinion essay
Materyal
Site: Writing W1 & W2
Hazırlık
Project the model cultural portfolio text.
Ölçme
Collect drafts; check against the writing checklist.
Ödev
Finish and check the draft using the full checklist.

Akış

  1. 8 Analyse the model portfolio text together: identify structure and tone. (Whole class)
  2. 7 Plan: students list key facts about their chosen country for W1. (Individual)
  3. 20 Draft either the cultural portfolio page (W1) or the opinion essay (W2) using the checklist. (Individual)
  4. 5 Peer-check: swap with a partner and tick 2 checklist items. (Pairs)
DestekProvide sentence starters and the word bank.
HedefPlan + first draft of one writing task.
İleriFast finishers begin the second writing task (W1 or W2).
DERS 14Consolidation, Review and Theme Test40 dk
Kazanım
ENG.9.6.W6, ENG.9.6.W7
Hedef dil
recap: full theme vocabulary and grammar
Kelimeler
review
Materyal
Site: Review + Test, Theme 6 poster
Hazırlık
Print or project the Review questions.
Ölçme
Theme 6 test + self-assessment checklist.
Ödev
Bring any questions about Theme 7 for next lesson.

Akış

  1. 10 Consolidation: quick-fire review of the 8 Review questions as a class game. (Whole class)
  2. 5 Students finalise and check their writing task using the checklist (W6). (Individual)
  3. 20 Theme 6 test (Vocabulary, Grammar, Reading, Writing sections). (Individual)
  4. 5 Wrap It Up: students complete the 'I can…' self-assessment and set one goal (W7). (Individual)
DestekAllow extra time or a shortened test for students who need it.
HedefFull theme test.
İleriFast finishers complete the Speaking section of the test with a partner.
Sonraki sekmeEtkinlikler →

Sekme 5 / 8

Etkinlikler

Etkinlikleri beceri, süre, gruplama ve teknolojiye göre süzün. Her etkinliğin öğrenci ve öğretmen sayfası vardır.

Vocabulary

Match It: World Cuisines

Pronunciation / Listening

Sound Detective: /oʊ/, /ɒ/ and l/m/n/ng/p

Grammar (modals)

Modal Race

Grammar (obligation/advice) + Speaking

Rules or Recommendations?

Writing

Portfolio Swap

Reading / general knowledge

Global Culture Quiz

Vocabulary

Festival or Everyday? Word Sort

Reading / Speaking

Airport Chat: Unscramble the Dialogue

Writing

Design a Festival Leaflet

Sonraki sekmeÖlçme →

Sekme 6 / 8

Ölçme

Resmî performans görevi ve sade rubrikler: konuşma, yazma, sunum, katılım, proje, grup çalışması.

Speaking Rubric — Theme 6
Kriter4321
Dilbilgisi (modallar: olasılık, zorunluluk, tavsiye, be able to)Neredeyse hatasızKüçük hatalar varSık hata, anlam bozulmuyorHatalar anlamayı engelliyor
Telaffuz (vowel o, l/m/n/ng/p)Doğal ve netGenelde doğruBazı hatalarAnlaşılması zor
İçerik ve AkıcılıkZengin, akıcıYeterli, küçük duraksamalarSınırlı, sık duraksamaÇok sınırlı
Writing Rubric — Theme 6
Kriter4321
Görev tamamlama (checklist)Tüm maddelerÇoğu maddeBazı maddelerAz madde
Dilbilgisi ve kelimeDoğru ve çeşitliGenelde doğruSık hataAnlamı bozan hatalar
OrganizasyonNet ve akıcıGenelde netKısmen dağınıkDağınık
Sonraki sekmeKitap eşlemesi →

Sekme 7 / 8

Kitap eşlemesi

Resmî program, ders kitabı ve AbOnlinEnglish kaynaklarının karşılıklı tablosu.

Resmî programKitap (Uptone Year 9 (After Prep) B2.1 — Student's Book (MEB))AbOnlinEnglish
ThemeTheme 6: Life in the World & CultureStudent's Book Vol. 1, s. 103–116Tema sayfası
Outcome24 öğrenme çıktısı (L, P, R, V, G, W, S)Close-up (s. 103) · Wrap It Up öz değerlendirme (s. 116)Genel bakış
VocabularyTarget vocabulary6C Vocabulary Hub (s. 108–109)Vocabulary + oyunlar
GrammarModals: probability, speculation, deduction; Modals: obligation and necessity (must, have to, need; had to); Modals: lack of obligation, prohibition, permission; Modals: advice (should, ought to, had better, could); Be able to (present, future)6D Language in Action (s. 110–111): Modals: probability, speculation (can, could, may, might, must); Modals: lack of probability (can't, couldn't); Modals: deduction (could, must, can't, might, may); Modals: obligation/necessity (must, have to, need; had to); Modals: lack of obligation (don't have to, don't need to, needn't); Modals: prohibition (must not, can't) / lack of prohibition (can, may, could); Modals: advice (should, ought to, had better, could); Be able to / will be able toGrammar
ReadingR1–R46E Reading Corner (s. 112) · CLIL & Culture (s. 114)Özgün okuma
ListeningL1–L4Dijital hikâye (s. 104–105) · 6A Watch and Notice (s. 106) · 6B Tune Your Language, telaffuz (s. 107)Özgün dinleme
SpeakingS1–S6C ve D bölümlerindeki oyunlar · Wrap It Up projesi (s. 116)Speaking task
WritingW1–W76F Write It Right (s. 113)Writing task
AssessmentPerformans görevi (rubrik)Consolidation (s. 115) · Wrap It Up (s. 116)Theme test
Sonraki sekmeİndir →

Sekme 8 / 8

İndir

Öğretmen kılavuzu, cevap anahtarı, etkinlik kartları ve tam öğretmen paketi.

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