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ÖĞRETMEN · THEME 11Lise HazırlıkB133 ders saati

Personal Life and Well-Being

Kitap: Uptone (Prep Year, Vol. 1–2) · 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 – Preparatory Year · B1
Tema
Theme 11: Personal Life and Well-Being
Ders saati
33 (resmî)
Alt temalar
  • Body parts, human illnesses and diseases
  • Human well-being, human nature
  • Well-being for the future
Hedef dil yapıları
  • Second conditional
  • If only
  • Wish (was/were)
  • Adjectives (-ing / -ed)
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.PREP.11.L1
    Listening/Watching

    Students can prepare and get ready for listening (to)/watching about the current content on “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future”.

    I can… I can get ready to listen about personal life and well-being topics.

  • ENG.PREP.11.L2
    Listening/Watching

    Students can bring together the information in the current content on “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future”.

    I can… I can pick out the key information when I listen about health and well-being.

  • ENG.PREP.11.L3
    Listening/Watching

    Students can make sense of and derive meaning from the current content on “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future”.

    I can… I can understand the main ideas when I listen about health and well-being.

  • ENG.PREP.11.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 “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future” in relation to themselves or others, both individually and/or with others.

    I can… I can share my own ideas about what I listened to.

  • ENG.PREP.11.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 “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future” to develop holistic and conscious pronunciation skills after recognising them in context.

    I can… I can pronounce well-being words and sentences clearly.

  • ENG.PREP.11.R1
    Reading

    Students can prepare for reading the content on “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future” efficiently and effectively.

    I can… I can get ready to read a text about health and well-being.

  • ENG.PREP.11.R2
    Reading

    Students can bring information together about the current content on “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future” through skimming, scanning and detailed reading.

    I can… I can find key information in a text about health and well-being.

  • ENG.PREP.11.R3
    Reading

    Students can make sense of and derive meaning from the current content on “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future”.

    I can… I can understand the main ideas of a text about health and well-being.

  • ENG.PREP.11.R4
    Reading

    Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future” in relation to themselves or others, both individually and/or with others.

    I can… I can share my own ideas about what I read.

  • ENG.PREP.11.V1
    Vocabulary

    Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future” after recognising them in context and developing their conscious and inductive vocabulary learning skills.

    I can… I can use the target vocabulary about personal life and well-being correctly.

  • ENG.PREP.11.G1
    Grammaring

    Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

    I can… I can use the second conditional, wish, if only, and -ing/-ed adjectives correctly.

  • ENG.PREP.11.W1
    Writing

    Students can prepare for writing efficiently and accurately based on the current content about “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future”.

    I can… I can prepare and plan before I write about well-being.

  • ENG.PREP.11.W2
    Writing

    Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future”.

    I can… I can understand a model text before I write my own.

  • ENG.PREP.11.W3
    Writing

    Students can construct new written content on “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future” based on their understanding of the model(s) provided.

    I can… I can write new sentences and texts about health and well-being.

  • ENG.PREP.11.W4
    Writing

    Students can practise producing written content based on the current theme “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future”.

    I can… I can practise my writing about well-being.

  • ENG.PREP.11.W5
    Writing

    Students can engage in the process of writing related to the content on “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future”.

    I can… I can follow the steps of the writing process.

  • ENG.PREP.11.W6
    Writing

    Students can reconstruct their writing about the current theme on “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future” to communicate effectively about it.

    I can… I can check and improve my writing.

  • ENG.PREP.11.W7
    Writing

    Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future” in relation to themselves or others, both individually and/or with others.

    I can… I can reflect on my writing about well-being.

  • ENG.PREP.11.S1
    Speaking

    Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future”.

    I can… I can prepare to speak about health and well-being.

  • ENG.PREP.11.S2
    Speaking

    Students can analyse and understand the model content related to “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future” to support the production of spoken language.

    I can… I can understand a model dialogue about health and well-being.

  • ENG.PREP.11.S3
    Speaking

    Students can produce meaningful and accurate spoken content related to the current theme on “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future”.

    I can… I can speak accurately about health and well-being.

  • ENG.PREP.11.S4
    Speaking

    Students can construct meaningful spoken content about “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future” through efficient and meaningful practice.

    I can… I can build longer spoken answers about health and well-being.

  • ENG.PREP.11.S5
    Speaking

    Students can reconstruct the information about “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future” when communicating with others.

    I can… I can use what I know to communicate about health and well-being.

  • ENG.PREP.11.S6
    Speaking

    Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future” in relation to themselves or others, both individually and/or with others.

    I can… I can reflect on my speaking about health and well-being.

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 · Hazırlık). Ders ders dağılım okulun zümre planına göre yapılır; aşağıdaki ders kartları 33 saatlik temayı kapsar.

HaftaTarihSaatBelirli gün ve haftalar
2422-26 Mart20 (haftayı paylaşır)—
2529 Mart-2 Nisan20—

Performance assignment (resmî plan)

Students write and design a school drama play on the the content of ''body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' and then they present it and perform it as a show in class by inviting other students as patients, doctors, and nurses. The assignment is 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 11: Personal Life and Well-Being40 dk
Kazanım
ENG.PREP.11.L1
Hedef dil
well-being, symptom, cope with, healthy lifestyle
Kelimeler
well-being, symptom, cope with
Materyal
Theme 11 poster/slide, Vocabulary cards
Hazırlık
Print or project the 3 sub-theme pictures (body/illness, well-being/human nature, well-being for the future).
Ölçme
Teacher monitors pair talk for correct use of 'well-being'.
Ödev
Look at the Vocabulary tab on the site and read the first 6 words.

Akış

  1. 5 Warm-up: show 3 photos (a doctor's visit, someone relaxing, a person planning for the future). Ask 'What do you see?' (Whole class)
  2. 10 Present the theme roadmap: body & illness, well-being & human nature, well-being for the future. (Whole class)
  3. 15 Pre-teach well-being, symptom, cope with with mime and example sentences; students repeat and note. (Whole class → pairs)
  4. 10 Pair talk: 'One thing I do for my well-being is…' — students share with a partner. (Pairs)
DestekGive sentence starters on the board.
Hedef3 target words, roadmap, pair talk.
İleriFast finishers add one more sentence to their pair talk.
DERS 2Vocabulary A: Body, Illness and Symptoms40 dk
Kazanım
ENG.PREP.11.V1
Hedef dil
symptom, treatment, recover, chronic, prevent, infection
Kelimeler
symptom, treatment, recover, chronic, prevent, infection
Materyal
Site: Vocabulary tab, Match It game
Hazırlık
Open the site's Vocabulary section on the board.
Ölçme
Observe Match It scores; cold-call 3 students for meanings.
Ödev
Practise the words with the Word Race game at home.

Akış

  1. 10 Present 6 words with example sentences from the site; students listen and repeat. (Whole class)
  2. 15 Students open Vocabulary on their own device (or worksheet) and read all cards, using 'Say' to hear pronunciation. (Individual)
  3. 10 Play Match It (game) in pairs to compete on time. (Pairs)
  4. 5 Quick class check: teacher says a Turkish meaning, students shout the English word. (Whole class)
DestekPair a stronger student with a lower-level student for Match It.
Hedef6 words, Match It game.
İleriFast finishers write one sentence with each new word.
DERS 3Grammar: Second Conditional40 dk
Kazanım
ENG.PREP.11.G1
Hedef dil
Second conditional (if + past simple, would + base verb)
Kelimeler
symptom, recover
Materyal
Site: Grammar tab, grammar point 1, Board
Hazırlık
Prepare 4 notice sentences on the board or slide.
Ölçme
Check pair sentences from Discover B while circulating.
Ödev
Do Practice A and B (Grammar tab) on the site.

Akış

  1. 8 Notice: show the 4 notice sentences; ask students what verb form comes after 'if'. (Whole class)
  2. 12 Discover A (Complete the rule) as a class, using mini-whiteboards or the site quiz. (Whole class)
  3. 15 Discover B (Build): students write 3-4 sentences from cues in pairs, then check with the model. (Pairs)
  4. 5 Quick oral drill: teacher gives a health situation, students form an imaginary sentence fast. (Whole class)
DestekGive the rule box printed for reference.
HedefNotice + Discover A + Discover B.
İleriFast finishers do the 'Your Turn' writing task.
DERS 4Grammar Practice + Vocabulary B: Well-Being and Human Nature40 dk
Kazanım
ENG.PREP.11.G1, ENG.PREP.11.V1
Hedef dil
Second conditional; well-being, cope with, stressed out, self-esteem, mindfulness, worn out
Kelimeler
well-being, cope with, stressed out, self-esteem, mindfulness, worn out
Materyal
Site: Practice quiz, Vocabulary cards B
Hazırlık
Prepare picture/word cards for the 6 new well-being words.
Ölçme
Collect and spot-check 2 sentences per pair.
Ödev
Review the Mistakes box for the second conditional on the site.

Akış

  1. 10 Do Practice A+B (Grammar tab) individually, then pair-check answers. (Individual → pairs)
  2. 10 Present vocabulary B (well-being & human nature) with cards; students match word to meaning. (Whole class)
  3. 12 'If I felt…' — students write one second conditional sentence per well-being word (e.g. 'If I practised mindfulness, I would feel calmer.'). (Pairs)
  4. 8 Share 2-3 sentences with the class; teacher gives quick feedback. (Whole class)
DestekProvide a verb/idea bank (feel calmer, cope better, have more energy).
Hedef6 well-being words + 5 second conditional sentences.
İleriFast finishers add a sixth well-being idea of their own.
DERS 5Reading 1: The Day I Caught the Flu (Before/While)40 dk
Kazanım
ENG.PREP.11.R1, ENG.PREP.11.R2
Hedef dil
illness narrative vocabulary
Kelimeler
infection, treatment, recover
Materyal
Site: Reading tab, text 1
Hazırlık
Prepare the before-reading questions on the board.
Ölçme
Check while-reading answers as a class; note common mistakes.
Ödev
Finish questions 5-6 for homework if not completed.

Akış

  1. 8 Before reading: predict from the title; guess two common flu symptoms. (Whole class)
  2. 20 Silent reading of the 5 paragraphs; students underline unknown words. (Individual)
  3. 12 While reading: answer questions 1-4 individually, then check in pairs. (Individual → pairs)
DestekPre-teach 2-3 harder words before reading (e.g. 'fever').
Hedef5-paragraph text + 4 comprehension questions.
İleriFast finishers underline all second conditional sentences in the text.
DERS 6Reading 1: After Reading + Speaking Follow-Up40 dk
Kazanım
ENG.PREP.11.R4, ENG.PREP.11.S3
Hedef dil
compare and contrast language
Kelimeler
chronic, prevent
Materyal
Site: Reading tab, after-reading tasks
Hazırlık
No special preparation.
Ölçme
Listen to 3 pairs share their comparison with the class.

Akış

  1. 10 Review answers to questions 5-6 from the reading. (Whole class)
  2. 15 After-reading task: students write 2 sentences about what they do when they feel sick. (Individual)
  3. 15 Pair speaking: compare your own experience of being ill with the writer's experience — find 1 similarity, 1 difference. (Pairs)
DestekGive a comparison frame: 'When I feel sick, … but the writer …'.
Hedef2 written sentences + pair comparison talk.
İleriFast finishers write a third difference.
DERS 7Grammar: If Only40 dk
Kazanım
ENG.PREP.11.G1
Hedef dil
If only + past simple / past perfect
Kelimeler
worn out, stressed out
Materyal
Site: Grammar tab, grammar point 2
Hazırlık
Prepare 4 notice sentences and examples that contrast present regrets with past regrets.
Ölçme
Observe the card sort for common errors.
Ödev
Write 2 sentences for Practice C at home.

Akış

  1. 8 Notice: 4 sentences on the board; ask which show a present wish and which show a past regret. (Whole class)
  2. 12 Discover A (Complete the rule) as a class. (Whole class)
  3. 15 Discover B (Build): pairs rewrite situations with If only, mixing present and past regrets. (Pairs)
  4. 5 Quick sort game: teacher reads a regret, students hold up PRESENT / PAST card. (Whole class)
DestekProvide a colour-coded poster (green = past simple, red = past perfect).
HedefNotice + Discover A + Discover B + sort game.
İleriFast finishers add one more If only sentence about their own life.
DERS 8If Only Practice + Mistakes Clinic40 dk
Kazanım
ENG.PREP.11.G1
Hedef dil
If only + past simple / past perfect
Materyal
Site: Practice A-C quiz
Hazırlık
Prepare 2-3 'Mistakes' sentences from the site to correct as a class.
Ölçme
Circulate during mingling; note 3 good examples to share.

Akış

  1. 15 Do Practice A-C (Grammar tab) individually, then pair-check. (Individual → pairs)
  2. 10 Mistakes Clinic: display 2 wrong sentences from the Mistakes box; students correct them on mini-whiteboards. (Whole class)
  3. 15 'My Regrets' mingling task: students walk around telling 2 classmates one If only sentence each. (Whole class mingling)
DestekSentence frames on cards for lower-level students.
HedefPractice A-C + Mistakes Clinic.
İleriFast finishers try the Challenge dialogue on the site.
DERS 9Grammar: Wish (was/were)40 dk
Kazanım
ENG.PREP.11.G1
Hedef dil
wish + past simple (was/were)
Kelimeler
self-esteem
Materyal
Site: Grammar tab, grammar point 3
Hazırlık
Prepare 4 notice sentences about wishing things were different now.
Ölçme
Check the poll answers for reasoning, not just the word.
Ödev
Read the 'Compare' note on the site (wish vs. if only).

Akış

  1. 10 Notice: read the 4 sentences; ask 'Is this true now? What form comes after wish?' (Whole class)
  2. 10 Discover A (Complete the rule) in pairs, then check as a class. (Pairs → whole class)
  3. 15 Discover B (Build): rewrite 4 present situations with wish (energy, homework, time management, sleep). (Pairs)
  4. 5 Quick poll: teacher reads a situation, students vote 'true for me' / 'I wish it were different' by raising hands. (Whole class)
DestekGive the rule box printed with 2 extra examples.
HedefNotice + Discover A + Discover B + poll.
İleriFast finishers write one more wish sentence about their own life.
DERS 10Wish — Practice + Mistakes Review40 dk
Kazanım
ENG.PREP.11.G1
Hedef dil
wish + past simple
Materyal
Site: Practice A-C quiz
Hazırlık
No special preparation.
Ölçme
Collect the 3-sentence mini-review as an exit ticket.

Akış

  1. 15 Do Practice A-C individually, then pair-check with reasons. (Individual → pairs)
  2. 10 Mistakes Clinic: correct 2 sentences from the Mistakes box as a class. (Whole class)
  3. 15 Grammar mini-review: students write 3 sentences mixing all 3 grammar points so far (second conditional, if only, wish). (Individual)
DestekGive a checklist of the 3 grammar points to tick off.
HedefPractice A-C + 3-sentence mini review.
İleriFast finishers try the Challenge dialogue.
DERS 11Vocabulary C: Well-Being for the Future40 dk
Kazanım
ENG.PREP.11.V1
Hedef dil
sustainable, lifestyle, habit, set a goal, prioritize, work-life balance
Kelimeler
sustainable, lifestyle, habit, set a goal, prioritize, work-life balance
Materyal
Site: Vocabulary tab, cards C, Choose the Meaning game
Hazırlık
Prepare examples/images linked to sustainable habits and future goals.
Ölçme
Team scores from Choose the Meaning.
Ödev
Learn all 18 words for next lesson's listening task.

Akış

  1. 10 Present the 6 new words with examples and example sentences; students repeat. (Whole class)
  2. 10 Students study all 18 vocabulary cards on the site and use 'hide meanings' to self-test. (Individual)
  3. 15 Play Choose the Meaning as a class competition (teams). (Whole class, teams)
  4. 5 Wrap-up: students name one healthy habit they could build. (Whole class)
DestekPair lower-level students with stronger partners in teams.
Hedef6 new words, full vocabulary self-test, team game.
İleriFast finishers write a sentence with 'work-life balance'.
DERS 12Listening 1: At the School Health Room40 dk
Kazanım
ENG.PREP.11.L1, ENG.PREP.11.L2
Hedef dil
second conditional and wish/if only in context
Kelimeler
worn out
Materyal
Site: Listening tab, audio/transcript 1
Hazırlık
Prepare the pre-listening prediction question.
Ölçme
Review the while-listening answers together.

Akış

  1. 8 Pre-listening: predict 3 questions a nurse might ask a student who feels unwell. (Whole class)
  2. 15 First listen (read-along with transcript if no audio yet): focus on general understanding. (Individual)
  3. 12 While-listening questions 1-4, then pair-check. (Individual → pairs)
  4. 5 Class check of answers. (Whole class)
DestekGive the transcript with key words highlighted for lower-level students.
Hedef5 while-listening questions.
İleriFast finishers answer the 'judge' question and correct it.
DERS 13Listening 1 Follow-Up + Find Someone Who40 dk
Kazanım
ENG.PREP.11.L4, ENG.PREP.11.S3
Hedef dil
If you…? Do you wish…? questions
Materyal
Site: Speaking tab, task 1 worksheet
Hazırlık
Print or prepare the 'Find Someone Who' grid (6 sentences).
Ölçme
Circulate and note question accuracy during mingling.

Akış

  1. 8 Post-listening discussion: 'Have you ever felt unwell at school? What did you do?' (Whole class)
  2. 25 Find Someone Who mingling task: students ask classmates to find matches for 6 sentences about well-being. (Whole class mingling)
  3. 7 Share 2 interesting findings with the class. (Whole class)
DestekProvide question forms in writing on the grid.
Hedef6-sentence Find Someone Who task.
İleriFast finishers add and ask one extra true sentence.
DERS 14Grammar: Adjectives Ending in -ing and -ed40 dk
Kazanım
ENG.PREP.11.G1
Hedef dil
-ing / -ed adjectives
Kelimeler
mindfulness
Materyal
Site: Grammar tab, grammar point 4
Hazırlık
Prepare 4 notice sentences (2 -ing, 2 -ed).
Ölçme
Listen for correct -ing/-ed choice during the drill.

Akış

  1. 8 Notice: read the 4 sentences; ask which adjective describes a thing and which describes a feeling. (Whole class)
  2. 12 Discover A (Complete the rule) as a class. (Whole class)
  3. 15 Discover B (Build): pairs complete 4 sentences with the -ing or -ed form of the adjective. (Pairs)
  4. 5 Quick oral drill: teacher mimes a feeling, students say the -ed adjective fast. (Whole class)
DestekGive sentence starters: 'I feel ___ when…'
HedefNotice + Discover A + Discover B + drill.
İleriFast finishers write the 'Your Turn' mini-paragraph.
DERS 15Adjectives -ing/-ed — Practice + Challenge Dialogue40 dk
Kazanım
ENG.PREP.11.G1
Hedef dil
-ing / -ed adjectives
Materyal
Site: Practice A-C + Challenge dialogue
Hazırlık
No special preparation.
Ölçme
Listen to performed dialogues for correct -ing/-ed choice.

Akış

  1. 15 Do Practice A-C individually, then pair-check. (Individual → pairs)
  2. 15 Complete the Challenge dialogue (gap-fill) in pairs, then read it aloud. (Pairs)
  3. 10 Perform 2-3 pairs' dialogues for the class with feedback on word choice. (Whole class)
DestekGive the dialogue with some answers pre-filled.
HedefPractice A-C + Challenge dialogue performance.
İleriFast finishers write one more -ing/-ed sentence pair.
DERS 16Speaking Task 2: Doctor and Patient Role-Play40 dk
Kazanım
ENG.PREP.11.S3, ENG.PREP.11.S4
Hedef dil
health-room role-play language
Kelimeler
symptom, treatment
Materyal
Site: Speaking tab, task 2, Situation cards
Hazırlık
Prepare 3 situation cards per pair.
Ölçme
Watch and give feedback on 2 performances.

Akış

  1. 10 Review useful language for the role-play as a class (I have a…, If you rested more…, I wish I hadn't…). (Whole class)
  2. 20 Pairs act out 3 situations (a headache, a stomachache, feeling exhausted), swapping roles. (Pairs)
  3. 10 2-3 pairs perform their favourite situation for the class. (Whole class)
DestekGive full scripted dialogues to weaker pairs as a model.
Hedef3 role-play situations per pair.
İleriFast finishers invent and perform one extra situation.
DERS 17Reading 2: Small Habits, Big Changes (Before/While)40 dk
Kazanım
ENG.PREP.11.R1, ENG.PREP.11.R2
Hedef dil
well-being and future habits vocabulary
Kelimeler
habit, sustainable
Materyal
Site: Reading tab, text 2
Hazırlık
Prepare the before-reading prediction questions.
Ölçme
Class check of while-reading answers.
Ödev
Finish questions 5-6 for homework if not completed.

Akış

  1. 8 Before reading: what does well-being mean? What small habits might help? (Whole class)
  2. 20 Silent reading of the 5 paragraphs. (Individual)
  3. 12 While-reading questions 1-4, then pair-check. (Individual → pairs)
DestekPre-teach 'challenge' and 'sustainable' before reading.
Hedef5-paragraph text + 4 questions.
İleriFast finishers underline all wish/if only language in the text.
DERS 18Reading 2: After Reading + Vocabulary Review40 dk
Kazanım
ENG.PREP.11.R4, ENG.PREP.11.V1
Hedef dil
well-being for the future vocabulary
Kelimeler
set a goal, prioritize
Materyal
Site: Reading after-tasks + vocabulary games
Hazırlık
No special preparation.
Ölçme
Word Race scores + oral quiz results.

Akış

  1. 10 Review answers to questions 5-6. (Whole class)
  2. 10 After-reading: list one small habit you could try this month for your own well-being. (Individual → pairs)
  3. 15 Play Word Race (60-second vocabulary game) as a class competition, mixing all 18 words. (Whole class, teams)
  4. 5 Wrap-up: quick vocabulary quiz (5 questions, oral). (Whole class)
DestekAllow students to check the word list for 30 seconds before Word Race.
HedefPair list + Word Race + oral quiz.
İleriFast finishers design one extra well-being habit idea.
DERS 19Listening 2: Planning the Health Show40 dk
Kazanım
ENG.PREP.11.L1, ENG.PREP.11.L2
Hedef dil
planning language: second conditional, wish
Materyal
Site: Listening tab, audio/transcript 2
Hazırlık
Prepare the pre-listening prediction question about show characters.
Ölçme
Review answers together, focusing on the judge question.

Akış

  1. 8 Pre-listening: what characters are needed for a show about a doctor's visit? Predict 2. (Whole class)
  2. 15 First listen/read-along; general understanding. (Individual)
  3. 12 While-listening questions 1-5, then pair-check. (Individual → pairs)
  4. 5 Class check of answers. (Whole class)
DestekHighlight key names/roles in the transcript for lower levels.
Hedef5 while-listening questions.
İleriFast finishers summarise the plan in one sentence.
DERS 20Listening 2 Follow-Up + Performance Planning Talk40 dk
Kazanım
ENG.PREP.11.L4, ENG.PREP.11.S4
Hedef dil
planning our own performance
Materyal
Site: Listening after-tasks
Hazırlık
Prepare a simple planning grid: character, name, task.
Ölçme
Collect each group's planning grid.
Ödev
Bring any props/costume ideas for the performance.

Akış

  1. 10 Post-listening discussion: which character would you choose for a Well-Being Show? Why? (Whole class)
  2. 20 Groups of 4 start planning their own Well-Being drama scene: choose characters, setting, and roles (writer, actor, prop-maker, presenter). (Groups)
  3. 10 Each group shares their plan idea in one sentence. (Whole class)
DestekGive a list of possible characters/settings to choose from.
HedefGroup planning grid + 1-sentence share.
İleriFast groups start drafting their first line of dialogue.
DERS 21Writing 1: My Well-Being Poster — Planning40 dk
Kazanım
ENG.PREP.11.W1, ENG.PREP.11.W2
Hedef dil
poster planning language
Materyal
Site: Writing tab, task 1
Hazırlık
Prepare a sample poster outline on the board.
Ölçme
Check plans for a mix of second conditional and wish/if only.

Akış

  1. 10 Analyse the writing task and checklist together; look at the plan steps. (Whole class)
  2. 20 Individually plan the poster: choose a title and list 4-5 tips using the plan steps. (Individual)
  3. 10 Pair-share plans and give one suggestion to a partner. (Pairs)
DestekGive a partially completed plan template.
HedefIndividual plan + pair feedback.
İleriFast finishers start drafting sentence 1.
DERS 22Writing 1: My Well-Being Poster — Drafting40 dk
Kazanım
ENG.PREP.11.W3, ENG.PREP.11.W4
Hedef dil
second conditional, wish, if only
Materyal
Site: Writing tab, draft box
Hazırlık
Have plans from Lesson 21 ready.
Ölçme
Circulate and give in-process feedback to 4-5 students.
Ödev
Finish the draft if not complete.

Akış

  1. 30 Students write their full poster draft (60-80 words) in the site's draft box or on paper, using their plan. (Individual)
  2. 10 Self-check against the checklist (grammar mix, target words, spelling). (Individual)
DestekProvide sentence frames for students who need more support.
HedefFull poster draft.
İleriFast finishers add a short illustration idea or extra tip.
DERS 23Writing 1: Peer Check + Revise40 dk
Kazanım
ENG.PREP.11.W5, ENG.PREP.11.W6
Hedef dil
peer feedback language
Materyal
Site: Writing tab, checklist
Hazırlık
Prepare a simple peer-feedback slip (2 stars and a wish).
Ölçme
Review 2-3 revised posters for improvement.

Akış

  1. 15 Swap drafts with a partner; read and complete '2 stars and a wish' feedback. (Pairs)
  2. 15 Revise your own poster using your partner's feedback and the checklist. (Individual)
  3. 10 3-4 volunteers show their finished poster text to the class. (Whole class)
DestekModel one example of 'a wish' feedback for the whole class first.
HedefPeer feedback + revision.
İleriFast finishers design the poster layout (title, colours, sections).
DERS 24Performance Assignment: Roles & Script Planning40 dk
Kazanım
ENG.PREP.11.S1, ENG.PREP.11.W1
Hedef dil
planning a performance
Materyal
Performance assignment brief, Group planning sheet
Hazırlık
Print the performance assignment brief and rubric.
Ölçme
Collect group planning sheets.
Ödev
Think about your character and one line you could say.

Akış

  1. 10 Present the performance assignment: write and design a school drama play about body parts, illnesses, well-being, human nature and well-being for the future, then perform it in class inviting other students as patients, doctors and nurses. (Whole class)
  2. 10 Show the rubric and success criteria together. (Whole class)
  3. 15 Groups of 4-5 choose their scene idea, setting, and characters (e.g. doctor, nurse, patient, student). (Groups)
  4. 5 Groups note their plan on the planning sheet. (Groups)
DestekGive a bank of ready-made character/setting ideas for groups that need it.
HedefGroup scene plan.
İleriFast groups begin listing lines they will need (target vocabulary/grammar).
DERS 25Performance Assignment: Writing the Script40 dk
Kazanım
ENG.PREP.11.W3, ENG.PREP.11.W7
Hedef dil
dialogue writing
Materyal
Site: Writing tab, task 2 (health show scene)
Hazırlık
Have group plans from Lesson 24 ready.
Ölçme
Circulate and check each script for grammar accuracy and clarity.
Ödev
Learn your lines for next lesson's rehearsal.

Akış

  1. 30 Groups write their 6-8 line script using the Writing task 2 guide, including at least two grammar points from this theme. (Groups)
  2. 10 Groups read their script aloud once to check it flows and takes about 30 seconds. (Groups)
DestekGive sentence starters (If you…, you would…; I wish I…) on a reference card.
HedefFull group script.
İleriFast groups add stage directions (who moves, where).
DERS 26Performance Assignment: Rehearsal & Pronunciation40 dk
Kazanım
ENG.PREP.11.P1, ENG.PREP.11.S5
Hedef dil
intonation for advice and wishes
Materyal
Group scripts
Hazırlık
Prepare 2-3 intonation examples (calm advice vs. worried patient) to model.
Ölçme
Listen to 2-3 groups rehearse and note pronunciation points.
Ödev
Practise your lines at home.

Akış

  1. 8 Model the difference in intonation between calm advice ('If you rested, you would feel better.') and a worried patient ('I wish I felt better!'). (Whole class)
  2. 22 Groups rehearse their script twice, focusing on clear pronunciation and expression. (Groups)
  3. 10 Groups do a quick run-through for one other group and give feedback. (Groups)
DestekProvide a simplified script with stress marks for lower-level groups.
HedefTwo full rehearsals + peer feedback.
İleriFast groups add simple props or actions.
DERS 27Grammar Consolidation: Mixed Practice40 dk
Kazanım
ENG.PREP.11.G1
Hedef dil
second conditional, if only, wish, -ing/-ed adjectives
Materyal
Mixed practice worksheet (from all 4 grammar points)
Hazırlık
Prepare a mixed worksheet combining items from all 4 grammar points' practice sets.
Ölçme
Review the mixed worksheet as a diagnostic for the Review/Test.

Akış

  1. 20 Individual mixed practice covering all 4 grammar points. (Individual)
  2. 10 Pair-check and discuss any disagreements. (Pairs)
  3. 10 Whole-class check with quick explanations for tricky items. (Whole class)
DestekAllow the rule boxes (bi) to be used as reference during practice.
HedefFull mixed grammar worksheet.
İleriFast finishers try 2 Challenge items from any grammar point.
DERS 28Vocabulary Games + Review Quiz Prep40 dk
Kazanım
ENG.PREP.11.V1
Hedef dil
all 18 target words
Materyal
Site: all 4 vocabulary games
Hazırlık
No special preparation.
Ölçme
Note common tricky words for the next lesson's review.
Ödev
Review the Grammar rule boxes for the Review quiz.

Akış

  1. 10 Quick individual self-test: 'hide meanings' and self-check on the site. (Individual)
  2. 20 Rotate through Match It, Choose the Meaning, and Missing Word games in small groups (stations). (Groups, stations)
  3. 10 Class discussion: which words/rules are still tricky? Note them for review. (Whole class)
DestekGroup weaker students at the 'Match It' station for longer.
Hedef3-station vocabulary game rotation.
İleriFast finishers try Word Race for a personal best time.
DERS 29Review: Vocabulary & Grammar Check40 dk
Kazanım
ENG.PREP.11.V1, ENG.PREP.11.G1
Hedef dil
review of theme vocabulary and grammar
Materyal
Site: Review tab
Hazırlık
No special preparation.
Ölçme
Site records the Review score automatically; teacher notes weak areas.

Akış

  1. 20 Students complete the Review quiz (Vocabulary and Grammar items) individually on the site. (Individual)
  2. 15 Students who score under 60% revisit the linked section (Vocabulary/Grammar) using the review link. (Individual)
  3. 5 Class summary: most common mistake and a quick fix. (Whole class)
DestekPair struggling students with a peer tutor for the revisit step.
HedefFull Review quiz + targeted revisit.
İleriFast finishers help a classmate explain a rule.
DERS 30Review: Reading & Listening Check + Rehearsal40 dk
Kazanım
ENG.PREP.11.R4, ENG.PREP.11.L4
Hedef dil
reading/listening review + final rehearsal
Materyal
Site: Review tab, Group scripts
Hazırlık
No special preparation.
Ölçme
Check Review completion; watch part of one rehearsal per group.
Ödev
Bring any final costume/props.

Akış

  1. 15 Complete the remaining Review items (Reading/Listening) individually. (Individual)
  2. 20 Final full rehearsal of the drama scripts in groups, including any props. (Groups)
  3. 5 Groups confirm running order for the performance lesson. (Whole class)
DestekGive a simple running-order card to each group.
HedefReview completion + final rehearsal.
İleriFast groups do a full timed run-through.
DERS 31Performance: Well-Being Show40 dk
Kazanım
ENG.PREP.11.S3, ENG.PREP.11.S6
Hedef dil
performance language, audience etiquette
Materyal
Group scripts, Rubric
Hazırlık
Arrange the room for a small 'stage' area; have the rubric ready for scoring.
Ölçme
Score each group using the Speaking/Drama rubric.
Ödev
Reflect: what was the most difficult part of preparing the show?

Akış

  1. 5 Remind the class of audience etiquette (respectful, quiet, clap for performers). (Whole class)
  2. 28 Each group performs their Well-Being scene (about 2-3 minutes with introduction). (Groups, whole class audience)
  3. 7 Quick round of positive feedback: one thing each audience group liked about another group's performance. (Whole class)
DestekAllow nervous students to read from cue cards.
HedefFull group performance.
İleriFast groups add a short closing line or bow.
DERS 32Theme Test40 dk
Kazanım
ENG.PREP.11.V1, ENG.PREP.11.G1, ENG.PREP.11.R3
Hedef dil
all Theme 11 content
Materyal
Site: Theme Test, Printed Complete Theme Test PDF (optional)
Hazırlık
Ensure devices are ready, or print the Theme Test PDF.
Ölçme
Theme Test score (60% = theme completed).

Akış

  1. 35 Students complete the Theme Test (Vocabulary, Grammar, Reading, Functional Language, Writing sections) individually. (Individual)
  2. 5 Collect/submit and remind students their score is saved automatically on the site. (Individual)
DestekAllow extra time or a printed version for students who need it.
HedefFull Theme Test.
İleriFast finishers who finish early can review their answers.
DERS 33Test Feedback + Wrap It Up: Self-Assessment40 dk
Kazanım
ENG.PREP.11.S6, ENG.PREP.11.W7
Hedef dil
reflection language
Materyal
Site: My Progress tab, Class test results summary
Hazırlık
Prepare a short summary of common test mistakes (anonymous).
Ölçme
Review self-assessment checklists for students who need extra support in Theme 12.
Ödev
Choose a homework level (easy/standard/challenge) to complete before Theme 12.

Akış

  1. 10 Go over the most common Theme Test mistakes as a class, with quick corrections. (Whole class)
  2. 15 Students complete the 'I can…' self-assessment checklist on the My Progress tab. (Individual)
  3. 10 Pair talk: 'What was the easiest/hardest part of Theme 11 for you? Why?' (Pairs)
  4. 5 Preview Theme 12: one interesting fact to look forward to. (Whole class)
DestekGive sentence starters for the pair reflection talk.
HedefSelf-assessment + reflection talk.
İleriFast finishers write one goal for Theme 12.
Sonraki sekmeEtkinlikler →

Sekme 5 / 8

Etkinlikler

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

Writing40-60 dkBireysel / ikiliDüşük

My Well-Being Poster

Students design a poster with 4-5 well-being tips using the second conditional, wish and if only, and present it to the class.

Speaking10-15 dkSınıf içi dolaşmaYok

Find Someone Who (Well-Being Habits)

Students mingle and ask second conditional / wish questions to find classmates matching 6 statements about well-being habits.

Speaking15-20 dkİkiliYok

Doctor and Patient Role-Play

Pairs role-play 3 health-room situations, describing symptoms and giving advice with the second conditional.

Grammar10 dkSınıfYok

Adjective Sort: -ing / -ed

Teacher reads sentences aloud; students hold up -ING / -ED cards to sort adjectives by meaning (situation vs. feeling).

Speaking + Writing4-5 ders saatiGrup (4-5 kişi)Düşük

Well-Being Show (Performance Assignment)

Groups write, rehearse and perform a short drama scene about health and well-being, using target vocabulary, grammar and characters such as a doctor, nurse and patient; assessed with a rubric.

Vocabulary5-8 dkTakımDijital (site oyunu)

Word Race: Well-Being Vocabulary

Teams compete to match the most Personal Life and Well-Being vocabulary items correctly in 60 seconds using the site's Word Race game.

Reading + Speaking30-40 dkKüçük grupDüşük

Well-Being Challenge Poster & Presentation

Small groups research and present a poster about a small habit that could improve well-being at school, using target vocabulary.

Sonraki sekmeÖlçme →

Sekme 6 / 8

Ölçme

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

Well-Being Show (Performance Assignment)
Ölçüt4 · Çok iyi3 · İyi2 · Gelişmeli1 · Başlangıç
İçerik (Content)Senaryo vücut/hastalık, iyi olma hâli ve gelecekteki sağlıklı alışkanlıklar temasını açıkça yansıtıyorTema büyük ölçüde yansıyorTema kısmen yansıyorTema neredeyse yok
Dil (Grammar & Vocabulary)Hedef gramer (second conditional, wish, if only, -ing/-ed sıfatlar) ve kelimeler doğru ve çeşitli kullanılmışÇoğunlukla doğru kullanılmışBazı hatalar var, anlam bozulmuyorÇok sayıda hata, anlam güçlükle anlaşılıyor
Telaffuz & Akıcılık (Delivery)Net, anlaşılır, doğru vurgu ve tonlamaGenelde anlaşılırZaman zaman anlaşılması güçAnlaşılması zor
İş birliği (Teamwork)Tüm grup üyeleri eşit katkı sağlamışÇoğu üye katkı sağlamışKatkı dengesizÇok az üye katkı sağlamış
My Well-Being Poster (Writing)
Ölçüt3 · İyi2 · Orta1 · Gelişmeli
Görev tamamlama4-5 ipucu, second conditional ve wish/if only dengeli kullanılmış3-4 ipucu, gramer karışık kullanılmış2 veya daha az ipucu
Kelime3+ hedef kelime doğru kullanılmış1-2 hedef kelime kullanılmışHedef kelime yok
Yazım & noktalamaNeredeyse hatasızBirkaç hata var, anlaşılırÇok sayıda hata
Sonraki sekmeKitap eşlemesi →

Sekme 7 / 8

Kitap eşlemesi

Resmî program, ders kitabı ve AbOnlinEnglish kaynaklarının karşılıklı tablosu.

Resmî programKitap (Uptone (Prep Year, Vol. 1–2))AbOnlinEnglish
ThemeTheme 11: Personal Life and Well-BeingStudent's Book Vol. 2, s. 49–64 · Workbook Vol. 2, s. 25–32Tema sayfası
Outcome24 öğrenme çıktısı (L, P, R, V, G, W, S)Close-up (s. 49) · Wrap It Up öz değerlendirme (s. 64)Genel bakış
VocabularyTarget vocabulary11C Vocabulary Hub (s. 54–56)Vocabulary + oyunlar
GrammarSecond conditional; If only; Wish (was/were); Adjectives (-ing / -ed)11D Language in Action (s. 57–59): conditional 2; If only, wish; Adjectives with -ing and -ed endings; comparative form of the adjectives; superlative form of the adjectivesGrammar
ReadingR1–R411E Reading Corner (s. 60) · CLIL & Culture (s. 62)Özgün okuma
ListeningL1–L4Dijital hikâye (s. 50–51) · 11A Watch and Notice (s. 52) · 11B Tune Your Language, telaffuz (s. 53)Özgün dinleme
SpeakingS1–S6C ve D bölümlerindeki oyunlar · Wrap It Up projesi (s. 64)Speaking task
WritingW1–W711F Write It Right (s. 61)Writing task
AssessmentPerformans görevi (rubrik)Consolidation (s. 63) · Wrap It Up (s. 64) · Workbook s. 25–32Theme test
Sonraki sekmeİndir →

Sekme 8 / 8

İndir

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