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ÖĞRETMEN · THEME 13Lise HazırlıkB133 ders saati

Life in the Neighbourhood, City and Social Life

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 13: Life in the Neighbourhood, City and Social Life
Ders saati
33 (resmî)
Alt temalar
  • Cultural and historical places
  • Festivals and events
  • Problems in the neighbourhood and city
Hedef dil yapıları
  • Passive voice with modals
  • Shall (suggestions, offers)
  • Can / might (polite requests, probability)
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.13.L1
    Listening/Watching

    Students can prepare and get ready for listening (to)/watching about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”.

    I can… I can get ready to listen about neighbourhood and city life topics.

  • ENG.PREP.13.L2
    Listening/Watching

    Students can bring together the information in the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”.

    I can… I can pick out the key information when I listen about neighbourhood and city life.

  • ENG.PREP.13.L3
    Listening/Watching

    Students can make sense of and derive meaning from the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”.

    I can… I can understand the main ideas when I listen about neighbourhood and city life.

  • ENG.PREP.13.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 neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”. 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.13.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 neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”. to develop holistic and conscious pronunciation skills after recognising them in context.

    I can… I can pronounce neighbourhood and city life words and sentences clearly.

  • ENG.PREP.13.R1
    Reading

    Students can prepare for reading the content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”. efficiently and effectively.

    I can… I can get ready to read a text about neighbourhood and city life.

  • ENG.PREP.13.R2
    Reading

    Students can bring information together about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”. through skimming, scanning and detailed reading.

    I can… I can find key information in a text about neighbourhood and city life.

  • ENG.PREP.13.R3
    Reading

    Students can make sense of and derive meaning from the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”.

    I can… I can understand the main ideas of a text about neighbourhood and city life.

  • ENG.PREP.13.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 neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”. 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.13.V1
    Vocabulary

    Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”. after recognising them in context and developing their conscious and inductive vocabulary learning skills.

    I can… I can use the target vocabulary about neighbourhood and city life correctly.

  • ENG.PREP.13.G1
    Grammaring

    Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”., after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

    I can… I can use passive voice with modals, Shall for suggestions/offers, and Can/might for polite requests and probability correctly.

  • ENG.PREP.13.W1
    Writing

    Students can prepare for writing efficiently and accurately based on the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”.

    I can… I can prepare and plan before I write about neighbourhood and city life.

  • ENG.PREP.13.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 neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”.

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

  • ENG.PREP.13.W3
    Writing

    Students can construct new written content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”. based on their understanding of the model(s) provided.

    I can… I can write new sentences and texts about neighbourhood and city life.

  • ENG.PREP.13.W4
    Writing

    Students can practise producing written content based on the current theme “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”.

    I can… I can practise my writing about neighbourhood and city life.

  • ENG.PREP.13.W5
    Writing

    Students can engage in the process of writing related to the content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”.

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

  • ENG.PREP.13.W6
    Writing

    Students can reconstruct their writing about the current theme on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”. to communicate effectively about it.

    I can… I can check and improve my writing.

  • ENG.PREP.13.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 neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”. in relation to themselves or others, both individually and/or with others.

    I can… I can reflect on my writing about neighbourhood and city life.

  • ENG.PREP.13.S1
    Speaking

    Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”.

    I can… I can prepare to speak about neighbourhood and city life.

  • ENG.PREP.13.S2
    Speaking

    Students can analyse and understand the model content related to “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”. to support the production of spoken language.

    I can… I can understand a model dialogue about neighbourhood and city life.

  • ENG.PREP.13.S3
    Speaking

    Students can produce meaningful and accurate spoken content related to the current theme on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”.

    I can… I can speak accurately about neighbourhood and city life.

  • ENG.PREP.13.S4
    Speaking

    Students can construct meaningful spoken content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”. through efficient and meaningful practice.

    I can… I can build longer spoken answers about neighbourhood and city life.

  • ENG.PREP.13.S5
    Speaking

    Students can reconstruct the information about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”. when communicating with others.

    I can… I can use what I know to communicate about neighbourhood and city life.

  • ENG.PREP.13.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 neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city”. in relation to themselves or others, both individually and/or with others.

    I can… I can reflect on my speaking about neighbourhood and city life.

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
2712-16 Nisan20 (haftayı paylaşır)—
2819-23 Nisan20Ulusal Egemenlik ve Çocuk Bayramı (23 Nisan)

Performance assignment (resmî plan)

Students will design a detailed project exploring the cultural and historical places, festivals and events, and problems in their neighbourhood and city. The project will start by identifying significant cultural and historical sites, such as monuments, museums, or landmarks, and explaining their importance to the community. Students will also research festivals and events that take place in their area, discussing how these celebrations bring people together and reflect local traditions. Additionally, the project will focus on identifying common problems in the neighbourhood and city, such as traffic, pollution, or lack of public spaces, and students will propose practical solutions to address these issues. The project will include a written report summarising the findings, supported by visuals such as photographs, maps, or charts to enhance the presentation. Students are encouraged to interview local residents or use other resources to gather more insights into the topics. Along with the report, students will prepare a short oral presentation to share their findings with the class, focusing on the most interesting cultural or historical aspects, key festivals, and the proposed solutions to local problems. The assignment will be evaluated by using rubrics.

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 13: Life in the Neighbourhood, City and Social Life40 dk
Kazanım
ENG.PREP.13.L1
Hedef dil
neighbourhood, city, landmark, festival, problem
Kelimeler
landmark, festival, resident
Materyal
Theme 13 poster/slide, Photos of local places
Hazırlık
Print or project 3 photos: a historical monument, a street festival, a busy/overcrowded street.
Ölçme
Teacher monitors pair talk for correct use of 'landmark'.
Ödev
Look at the Vocabulary tab on the site and read the first 6 words.

Akış

  1. 5 Warm-up: show 3 photos (a monument, a festival, an overcrowded street). Ask 'What do you see? Where is this?' (Whole class)
  2. 10 Present the theme roadmap: cultural and historical places, festivals and events, problems in the neighbourhood and city. (Whole class)
  3. 15 Pre-teach landmark, festival, resident with photos and example sentences; students repeat and note. (Whole class → pairs)
  4. 10 Pair talk: 'One landmark near my home 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 about a festival in their area.
DERS 2Vocabulary A: Cultural and Historical Places40 dk
Kazanım
ENG.PREP.13.V1
Hedef dil
landmark, monument, heritage, exhibition, restore, worth visiting
Kelimeler
landmark, monument, heritage, exhibition, restore, worth visiting
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 1: Passive Voice with Modals40 dk
Kazanım
ENG.PREP.13.G1
Hedef dil
modal + be + past participle (must/should/can/mustn't be + V3)
Kelimeler
monument, heritage, restore
Materyal
Site: Grammar tab, grammar point 1, Board
Hazırlık
Prepare the 4 notice sentences on the board or slide.
Ölçme
Monitor pair work for correct 'be + V3' form.
Ödev
Complete Discover C (Your Turn) on the site: three passive sentences about your neighbourhood.

Akış

  1. 8 Notice: show the 4 notice sentences; ask students what comes after the modal verb. (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 4-5 passive sentences with modals from cues in pairs, then check with the model. (Pairs)
  4. 5 Quick oral drill: teacher gives an active sentence, students say it in the passive with a modal. (Whole class)
DestekGive a small list of common past participles (protect→protected, clean→cleaned, build→built) on the board.
Hedef4 notice sentences, Discover A and B.
İleriFast finishers write one more passive sentence about a rule in their own city.
DERS 4Grammar 1 Practice + Vocabulary B: Festivals and Events40 dk
Kazanım
ENG.PREP.13.G1, ENG.PREP.13.V1
Hedef dil
festival, tradition, take place, procession, fireworks, get involved
Kelimeler
festival, tradition, take place, procession, fireworks, get involved
Materyal
Site: Grammar practice A-C, Site: Vocabulary tab
Hazırlık
Open Grammar practice section 1 and Vocabulary section 2 on the board.
Ölçme
Check Practice C answers together; monitor vocabulary matching accuracy.
Ödev
Read the festival vocabulary again and try the Missing Word game.

Akış

  1. 15 Practice A-C (mcq, gap, judge) for passive with modals, individually then check as a class. (Individual → whole class)
  2. 10 Present 6 new words about festivals with example sentences; students listen and repeat. (Whole class)
  3. 10 Students match words to pictures/definitions in pairs using the site or worksheet. (Pairs)
  4. 5 Quick review: teacher calls out a word, students give the Turkish meaning. (Whole class)
DestekProvide a word bank for the matching activity.
HedefGrammar practice A-C, 6 festival words.
İleriFast finishers write one sentence using 'take place' about a local festival.
DERS 5Reading 1: A Walk Through the Old Town (Before/While)40 dk
Kazanım
ENG.PREP.13.R1, ENG.PREP.13.R2
Hedef dil
landmark, heritage, restore, passive with modals
Kelimeler
landmark, heritage, monument, restore
Materyal
Site: Reading 1, Board/projector
Hazırlık
Prepare the two Before questions on the board.
Ölçme
Check comprehension via questions 1-4; monitor pair discussion.
Ödev
Re-read the text at home and note one new fact.

Akış

  1. 5 Before: discuss the title and photo; predict what the old town might have. (Whole class)
  2. 10 First read: students read the text silently for the general idea (Question 1). (Individual)
  3. 15 Second read: students read again and answer detail/reference questions 2-4 in pairs. (Pairs)
  4. 10 Check answers as a class; highlight passive with modals sentences in the text. (Whole class)
DestekPre-teach 'bazaar', 'craftsman' and 'castle' with pictures before reading.
HedefBefore questions, first read, questions 1-4.
İleriFast finishers find and underline all passive-with-modals sentences in the text.
DERS 6Reading 1: After Reading + Speaking Follow-Up40 dk
Kazanım
ENG.PREP.13.R4, ENG.PREP.13.S3
Hedef dil
worth visiting, exhibition, passive with modals
Kelimeler
exhibition, worth visiting
Materyal
Site: Reading 1, questions 5-6, After tasks
Hazırlık
None beyond opening the Reading tab.
Ölçme
Listen to pair comparisons for accurate use of new vocabulary.
Ödev
Write two extra sentences about a landmark near your home.

Akış

  1. 10 Complete questions 5-6 (judge, inference) in pairs, then check as a class. (Pairs → whole class)
  2. 10 After task 1: students write two sentences about a place in their own neighbourhood/city. (Individual)
  3. 15 After task 2: students compare their place with the old town in the text, in pairs, using full sentences. (Pairs)
  4. 5 2-3 pairs share their comparison with the class. (Whole class)
DestekGive a simple comparison frame: 'In the text, … but in my neighbourhood, …'
HedefQuestions 5-6, both After tasks.
İleriFast finishers add one passive-with-modals sentence about their own place.
DERS 7Grammar 2: Shall (Suggestions, Offers)40 dk
Kazanım
ENG.PREP.13.G1
Hedef dil
Shall we…? Shall I…?
Kelimeler
festival, procession
Materyal
Site: Grammar tab, grammar point 2, Board
Hazırlık
Prepare the 4 notice sentences on the board.
Ölçme
Monitor pair work and the chain drill for correct Shall we/I forms.
Ödev
Complete Discover C (Your Turn): two suggestions and one offer.

Akış

  1. 8 Notice: show the 4 notice sentences; ask who makes the suggestion/offer in each. (Whole class)
  2. 12 Discover A (Complete the rule) as a class. (Whole class)
  3. 15 Discover B (Build): pairs write suggestions/offers from cues, then check with the model. (Pairs)
  4. 5 Quick chain drill: students go around the room making a Shall we…? suggestion each. (Whole class)
DestekGive sentence starters: 'Shall we …?' / 'Shall I …?'
Hedef4 notice sentences, Discover A and B.
İleriFast finishers write one more offer with Shall I…? about helping a classmate.
DERS 8Shall Practice + Mistakes Clinic40 dk
Kazanım
ENG.PREP.13.G1
Hedef dil
Shall we…? Shall I…?, common mistakes
Kelimeler
fireworks, get involved
Materyal
Site: Grammar practice A-C, Mistakes cards
Hazırlık
Prepare mistake sentences from the Mistakes box for a matching activity.
Ölçme
Check Mistakes Clinic corrections for accuracy.
Ödev
Review the Grammar tab compare box for Shall we…?/Let's…?

Akış

  1. 15 Practice A-C (mcq, gap, judge) for Shall, individually then check as a class. (Individual → whole class)
  2. 10 Mistakes Clinic: in pairs, students correct 4 wrong sentences from the Mistakes box. (Pairs)
  3. 10 Pairs compare corrections with another pair and agree on the final version. (Pairs)
  4. 5 Teacher reviews the two most common mistakes with the whole class. (Whole class)
DestekGive the correct forms as a checklist for weaker students.
HedefGrammar practice A-C, Mistakes Clinic.
İleriFast finishers write one new example for each mistake pattern.
DERS 9Vocabulary C: Problems in the Neighbourhood and City40 dk
Kazanım
ENG.PREP.13.V1
Hedef dil
overcrowded, traffic jam, litter, pollution, complain, improve, resident, council
Kelimeler
overcrowded, traffic jam, litter, pollution, complain, improve, resident, council
Materyal
Site: Vocabulary tab, Match It / Word Race games
Hazırlık
Open the site's Vocabulary section 3 on the board.
Ölçme
Observe Word Race scores; cold-call 4 students for meanings.
Ödev
Practise all 20 theme words with the Missing Word game at home.

Akış

  1. 10 Present 8 new words about city problems with example sentences; students listen and repeat. (Whole class)
  2. 15 Students open Vocabulary on their own device and read all cards, listening to pronunciation. (Individual)
  3. 10 Play Word Race (game) in pairs to compete on time. (Pairs)
  4. 5 Quick class check: teacher gives a Turkish meaning, students shout the English word. (Whole class)
DestekGroup the 8 words into pairs of opposites/related meanings on the board first (litter/pollution, complain/improve).
Hedef8 words, Word Race game.
İleriFast finishers write one sentence combining two new words.
DERS 10Grammar 3: Can / Might (Polite Requests and Probability)40 dk
Kazanım
ENG.PREP.13.G1
Hedef dil
Can I/you…? (polite request), might (probability)
Kelimeler
pollution, traffic jam
Materyal
Site: Grammar tab, grammar point 3, Board
Hazırlık
Prepare the 4 notice sentences on the board.
Ölçme
Monitor pair work and the drill for correct choice between can and might.
Ödev
Complete Discover C (Your Turn): one request and one might sentence.

Akış

  1. 8 Notice: show the 4 notice sentences; ask which are requests and which are about probability. (Whole class)
  2. 12 Discover A (Complete the rule) as a class. (Whole class)
  3. 15 Discover B (Build): pairs decide can vs might and write sentences from cues. (Pairs)
  4. 5 Quick drill: teacher says a situation, students decide can or might and respond. (Whole class)
DestekPut 'Can = request/permission' and 'Might = possible, not certain' on the board as a reminder.
Hedef4 notice sentences, Discover A and B.
İleriFast finishers add one more sentence with might about a city event.
DERS 11Can / Might — Practice + Challenge Dialogue40 dk
Kazanım
ENG.PREP.13.G1
Hedef dil
Can I/you…? might, challenge dialogues
Kelimeler
overcrowded, complain
Materyal
Site: Grammar practice A-C, Challenge dialogue cards
Hazırlık
Print or project the Challenge dialogue.
Ölçme
Listen to performed dialogues for correct use of can and might.
Ödev
Review all three grammar points using the site's Grammar tab.

Akış

  1. 15 Practice A-C (mcq, gap, judge) for can/might, individually then check as a class. (Individual → whole class)
  2. 15 Challenge: pairs complete the mini-dialogue with can/might, then read it aloud. (Pairs)
  3. 5 Two pairs perform their dialogue for the class. (Whole class)
  4. 5 Teacher gives quick feedback on the most common error. (Whole class)
DestekGive sentence starters for the dialogue on a handout.
HedefGrammar practice A-C, Challenge dialogue.
İleriFast finishers write one extra line continuing the dialogue.
DERS 12Listening 1: Planning a Trip to the Old Town (Before/While)40 dk
Kazanım
ENG.PREP.13.L1, ENG.PREP.13.L2
Hedef dil
Shall we…? Can you…? might
Kelimeler
landmark, worth visiting
Materyal
Site: Listening 1, Transcript (for teacher only, first listen closed)
Hazırlık
Prepare the two Pre-listening questions on the board.
Ölçme
Check comprehension via questions 1-4.
Ödev
Read the transcript on the site and underline all Shall we/I sentences.

Akış

  1. 5 Pre-listening: discuss the picture/title and predict which places the friends might visit. (Whole class)
  2. 10 First listen: students listen for the general idea and answer Question 1. (Individual)
  3. 15 Second listen: students listen again and answer detail questions 2-4 in pairs. (Pairs)
  4. 10 Check answers as a class; replay short sections if needed. (Whole class)
DestekGive students the question options in writing before listening.
HedefPre-listening, first listen, questions 1-4.
İleriFast finishers try to remember one more detail from the dialogue.
DERS 13Listening 1 Follow-Up + Speaking40 dk
Kazanım
ENG.PREP.13.L4, ENG.PREP.13.S3
Hedef dil
Shall we…? might, polite requests
Kelimeler
worth visiting, exhibition
Materyal
Site: Listening 1, question 5, Post tasks
Hazırlık
None beyond opening the Listening tab.
Ölçme
Listen for correct Shall we…? form during pair rotation.
Ödev
Write two more Shall we…? sentences about weekend plans.

Akış

  1. 10 Complete question 5 (judge) in pairs, then check as a class. (Pairs → whole class)
  2. 10 Post task 1: students discuss in pairs which place they would like to visit and why. (Pairs)
  3. 15 Post task 2: students write and practise one Shall we…? sentence, then say it to a new partner. (Pairs (rotate))
  4. 5 3-4 students share their sentence with the class. (Whole class)
DestekGive a place-name word bank on the board.
HedefQuestion 5, both Post tasks.
İleriFast finishers add a might sentence about the weather for their planned visit.
DERS 14Speaking Task 1: Shall We…? Weekend Plans40 dk
Kazanım
ENG.PREP.13.S1, ENG.PREP.13.S2
Hedef dil
Shall we/I…?, Can I/you…?
Kelimeler
landmark, monument, heritage
Materyal
Site: Speaking task 1, Useful language handout
Hazırlık
Prepare a list of local/city place names for students to choose from.
Ölçme
Use the core/support/extension notes on the site to assess use of Shall and Can.
Ödev
Practise your dialogue at home and be ready to perform it again next lesson.

Akış

  1. 5 Present the task and useful language; model one short exchange with a strong student. (Whole class)
  2. 10 Pairs choose a place and plan the visit using the steps on the site. (Pairs)
  3. 15 Pairs write and practise their 6-8 line planning dialogue. (Pairs)
  4. 10 2-3 pairs perform their dialogue for the class; peers listen for Shall we/I and Can. (Whole class)
DestekGive the useful language phrases as sentence starters on cards.
HedefA 6-8 line dialogue using Shall we/I and Can.
İleriFast pairs add a might sentence about the weather or opening times.
DERS 15Reading 2: The Spring Street Festival (Before/While)40 dk
Kazanım
ENG.PREP.13.R1, ENG.PREP.13.R2
Hedef dil
festival, tradition, take place, procession
Kelimeler
festival, tradition, take place, procession
Materyal
Site: Reading 2, Board/projector
Hazırlık
Prepare the two Before questions on the board.
Ölçme
Check comprehension via questions 1-4.
Ödev
Re-read the text at home and note one new fact about the festival.

Akış

  1. 5 Before: discuss what festivals happen in students' own neighbourhoods. (Whole class)
  2. 10 First read: students read the text silently for the general idea (Question 1). (Individual)
  3. 15 Second read: students read again and answer detail questions 2-4 in pairs. (Pairs)
  4. 10 Check answers as a class; highlight festival vocabulary in the text. (Whole class)
DestekPre-teach 'stall' and 'council' with pictures before reading.
HedefBefore questions, first read, questions 1-4.
İleriFast finishers find and underline the sentence with 'might' in the text.
DERS 16Reading 2: After Reading + Vocabulary Review40 dk
Kazanım
ENG.PREP.13.R4, ENG.PREP.13.V1
Hedef dil
get involved, fireworks, all theme vocabulary
Kelimeler
get involved, fireworks
Materyal
Site: Reading 2, questions 5-6, After tasks, Vocabulary tab
Hazırlık
None beyond opening Reading and Vocabulary tabs.
Ölçme
Listen to pair descriptions; monitor vocabulary review accuracy.
Ödev
Review all 20 vocabulary words for the upcoming quiz.

Akış

  1. 10 Complete questions 5-6 (judge, inference) in pairs, then check as a class. (Pairs → whole class)
  2. 10 After task 1: students describe a tradition/festival in their neighbourhood. (Individual → pairs)
  3. 10 After task 2: students design one new activity for a neighbourhood festival, in pairs. (Pairs)
  4. 10 Quick vocabulary review: all 20 theme words, teacher says Turkish, students say English (or reverse). (Whole class)
DestekGive a simple frame: 'Every year, my neighbourhood has… It takes place…'
HedefQuestions 5-6, both After tasks, vocabulary review.
İleriFast finishers add one passive-with-modals sentence about their new activity idea.
DERS 17Listening 2: A Problem in Our Street (Before/While)40 dk
Kazanım
ENG.PREP.13.L1, ENG.PREP.13.L2
Hedef dil
overcrowded, traffic jam, litter, should be built
Kelimeler
overcrowded, traffic jam, litter, complain
Materyal
Site: Listening 2, Board/projector
Hazırlık
Prepare the two Pre-listening questions on the board.
Ölçme
Check comprehension via questions 1-3 and 5.
Ödev
Read the transcript and underline all passive-with-modals sentences.

Akış

  1. 5 Pre-listening: discuss what problems two neighbours might complain about. (Whole class)
  2. 10 First listen: students listen for the general idea and answer Question 1. (Individual)
  3. 15 Second listen: students listen again and answer detail questions 2-3, 5 in pairs. (Pairs)
  4. 10 Check answers as a class; replay short sections if needed. (Whole class)
DestekGive students the question options in writing before listening.
HedefPre-listening, first listen, questions.
İleriFast finishers try to recall one more problem mentioned in the dialogue.
DERS 18Listening 2 Follow-Up + Discussion40 dk
Kazanım
ENG.PREP.13.L4, ENG.PREP.13.S4
Hedef dil
should be improved, resident, council
Kelimeler
resident, council, improve
Materyal
Site: Listening 2, question 4, Post tasks
Hazırlık
None beyond opening the Listening tab.
Ölçme
Listen for correct should be + V3 form during pair rotation.
Ödev
Write two more sentences about problems in your neighbourhood using passive with modals.

Akış

  1. 10 Complete question 4 (judge) in pairs, then check as a class. (Pairs → whole class)
  2. 10 Post task 1: students discuss a problem in their own neighbourhood in pairs. (Pairs)
  3. 15 Post task 2: students write one should be + V3 sentence and share it with a new partner. (Pairs (rotate))
  4. 5 3-4 students share their sentence with the class. (Whole class)
DestekGive a problem word bank (traffic jam, litter, pollution, overcrowded) on the board.
HedefQuestion 4, both Post tasks.
İleriFast finishers add a second sentence with must/mustn't be + V3.
DERS 19Speaking Task 2: Discussing Neighbourhood Problems40 dk
Kazanım
ENG.PREP.13.S3, ENG.PREP.13.S4
Hedef dil
should/must be + V3, Shall we suggest…?
Kelimeler
traffic jam, litter, pollution, improve
Materyal
Site: Speaking task 2, Problem-vocabulary handout
Hazırlık
Prepare groups of 3-4 in advance.
Ölçme
Use the core/support/extension notes on the site to assess accuracy and content.
Ödev
Write your group's problems and solutions as four full sentences.

Akış

  1. 5 Present the task and useful language; model one example problem + solution. (Whole class)
  2. 10 Groups brainstorm 3-4 problems and choose the two most important. (Groups)
  3. 15 Groups prepare their solutions using passive with modals and plan a 1-2 minute presentation. (Groups)
  4. 10 2 groups present; the class listens for should/must be + V3. (Whole class)
DestekProvide the problem-vocabulary list on the board during brainstorming.
HedefTwo problems and two solutions per group, presented briefly.
İleriGroups vote on the best solution from another group and explain why.
DERS 20Writing 1: My Neighbourhood Poster — Planning40 dk
Kazanım
ENG.PREP.13.W1, ENG.PREP.13.W2
Hedef dil
planning language, model text analysis
Kelimeler
landmark, festival, improve
Materyal
Site: Writing 1, Model poster text (teacher-made or from site)
Hazırlık
Prepare or project a short model poster text.
Ölçme
Check each student's plan covers a place/festival and a problem.
Ödev
Finish your plan if not complete; bring it to the next lesson.

Akış

  1. 10 Read a model poster text together; identify the place/festival and the problem sentence. (Whole class)
  2. 10 Students choose their own place/festival and problem for their poster. (Individual)
  3. 15 Students complete the Plan steps on the site: list details, decide on structures to use. (Individual)
  4. 5 Pairs check each other's plan and suggest one improvement. (Pairs)
DestekGive a simple planning table (place/festival — details — problem — solution).
HedefModel text analysis, individual plan.
İleriFast finishers add one extra detail sentence to their plan.
DERS 21Writing 1: My Neighbourhood Poster — Drafting40 dk
Kazanım
ENG.PREP.13.W3, ENG.PREP.13.W4
Hedef dil
passive with modals, shall, can/might in writing
Kelimeler
heritage, pollution, council
Materyal
Site: Writing 1, Students' plans
Hazırlık
None beyond having students' plans ready.
Ölçme
Collect or view drafts; check for at least two grammar points used.
Ödev
Reread your draft at home and underline your grammar structures.

Akış

  1. 5 Recap the checklist for the poster text (place/festival, problem, 2 grammar points). (Whole class)
  2. 25 Students write their first draft (70-90 words) using their plan. (Individual)
  3. 5 Students check their own draft against the checklist. (Individual)
  4. 5 Quick pair share: read your first two sentences to a partner. (Pairs)
DestekGive the target structures list as a reference sheet.
HedefFirst full draft, self-check with the checklist.
İleriFast finishers try to add one more piece of vocabulary from the theme.
DERS 22Writing 1: Peer Check + Revise40 dk
Kazanım
ENG.PREP.13.W5, ENG.PREP.13.W6
Hedef dil
peer feedback language, revising
Kelimeler
restore, resident
Materyal
Site: Writing 1 checklist, Students' drafts
Hazırlık
Prepare peer-feedback slips (checklist copies).
Ölçme
Check that revised drafts meet at least 3 of the 4 checklist points.
Ödev
Finalise your poster text for display.

Akış

  1. 10 Model peer feedback using one anonymous sample draft. (Whole class)
  2. 15 Pairs swap drafts and check against the checklist, writing one positive comment and one suggestion. (Pairs)
  3. 10 Students revise their own draft based on the feedback. (Individual)
  4. 5 2-3 students read their improved sentence aloud. (Whole class)
DestekGive sentence starters for feedback: 'I like… / Maybe you could add…'
HedefPeer feedback, one round of revision.
İleriFast finishers design a small drawing/layout idea for their poster.
DERS 23Performance Project: Researching Cultural and Historical Places40 dk
Kazanım
ENG.PREP.13.S1, ENG.PREP.13.W1
Hedef dil
landmark, heritage, exhibition, passive with modals
Kelimeler
landmark, heritage, monument, exhibition
Materyal
Project worksheet, Books/site/pictures about local places
Hazırlık
Explain the performance project: a report about cultural/historical places, festivals, and problems in students' neighbourhood/city.
Ölçme
Check each group has chosen a place and noted 2-3 facts.
Ödev
Bring one photo or drawing of your chosen place for the next lesson.

Akış

  1. 5 Introduce the performance project and its three sections (places, festivals, problems). (Whole class)
  2. 10 Groups brainstorm cultural/historical places they know in their area. (Groups)
  3. 20 Groups research/note 2-3 facts about one chosen place and why it is important. (Groups)
  4. 5 Groups share their chosen place with the class in one sentence. (Whole class)
DestekProvide a simple fact-finding frame: name, where, why it's important.
HedefGroup brainstorm and research notes for one place.
İleriFast groups add a passive-with-modals sentence about how the place should be protected.
DERS 24Performance Project: Researching Festivals and Events40 dk
Kazanım
ENG.PREP.13.S1, ENG.PREP.13.W1
Hedef dil
festival, tradition, take place, procession
Kelimeler
festival, tradition, take place, get involved
Materyal
Project worksheet, Students' notes from lesson 23
Hazırlık
None beyond continuing the project.
Ölçme
Check each group has notes on a festival/event with at least 2 details.
Ödev
Think of one problem in your neighbourhood for next lesson.

Akış

  1. 10 Recap the project and the place section from last lesson. (Whole class)
  2. 20 Groups research/note 2-3 facts about a festival or event in their area (when it takes place, what happens). (Groups)
  3. 5 Groups practise saying one sentence with Shall we…? about visiting their chosen festival. (Groups)
  4. 5 1-2 groups share their festival notes with the class. (Whole class)
DestekProvide a simple frame: name of festival, when it takes place, what happens.
HedefGroup research notes for one festival/event.
İleriFast groups write one extra sentence using 'get involved'.
DERS 25Performance Project: Identifying Problems and Solutions40 dk
Kazanım
ENG.PREP.13.S1, ENG.PREP.13.G1
Hedef dil
should/must be + V3, overcrowded, traffic jam, litter, pollution
Kelimeler
overcrowded, traffic jam, litter, pollution, improve
Materyal
Project worksheet, Students' notes from lessons 23-24
Hazırlık
None beyond continuing the project.
Ölçme
Check each group has a problem, details, and a passive-with-modals solution sentence.
Ödev
Organise your group's notes (place, festival, problem) ready for writing.

Akış

  1. 10 Recap the place and festival sections completed so far. (Whole class)
  2. 15 Groups identify one problem in their neighbourhood/city and note 2-3 details. (Groups)
  3. 10 Groups write one solution sentence using should/must be + past participle. (Groups)
  4. 5 1-2 groups share their problem and solution with the class. (Whole class)
DestekProvide the problem-vocabulary list on the board.
HedefProblem notes and one solution sentence per group.
İleriFast groups add a second solution sentence with a different modal.
DERS 26Performance Project: Writing the Report Draft40 dk
Kazanım
ENG.PREP.13.W3, ENG.PREP.13.W7
Hedef dil
report structure, passive with modals, shall, can/might
Kelimeler
monument, exhibition, procession, council
Materyal
Site: Writing 2 (report draft task), Groups' project notes
Hazırlık
Remind students of the report structure (place, festival, problem+solution).
Ölçme
Check drafts for the three-paragraph structure and grammar use.
Ödev
Reread your report draft and check its length (90-120 words).

Akış

  1. 5 Recap the report structure: three short paragraphs. (Whole class)
  2. 25 Groups/individuals write their 90-120 word report draft using their notes. (Groups/Individual)
  3. 5 Self-check: does the report have all three parts and at least two grammar points? (Individual)
  4. 5 Quick pair share of one paragraph. (Pairs)
DestekGive the Writing 2 structures list as a reference sheet.
HedefFirst full report draft.
İleriFast finishers add one more detail sentence to the problem paragraph.
DERS 27Performance Project: Feedback and Preparing the Presentation40 dk
Kazanım
ENG.PREP.13.W6, ENG.PREP.13.S5
Hedef dil
presentation language, revising
Kelimeler
all theme vocabulary (review)
Materyal
Groups' report drafts, Presentation planning sheet
Hazırlık
Prepare a simple presentation planning sheet (who says what).
Ölçme
Monitor group planning; check every member has a speaking part.
Ödev
Practise your part of the presentation at home.

Akış

  1. 10 Groups swap drafts with another group and give one piece of feedback. (Groups)
  2. 10 Groups revise their report based on feedback. (Groups)
  3. 15 Groups decide who presents each part and practise saying their part aloud. (Groups)
  4. 5 Teacher checks in with each group and gives quick pronunciation tips. (Whole class → groups)
DestekProvide simple presentation starters: 'First, we will talk about…'
HedefPeer feedback, revision, presentation role planning.
İleriFast groups add a short introduction and conclusion sentence.
DERS 28Performance Project: Rehearsal40 dk
Kazanım
ENG.PREP.13.P1, ENG.PREP.13.S5
Hedef dil
pronunciation and delivery of the presentation
Kelimeler
all theme vocabulary (review)
Materyal
Groups' final reports, Rubric: Neighbourhood & City Project
Hazırlık
Print or project the performance task rubric for students to see.
Ölçme
Use the rubric informally to note strengths and one improvement per group.
Ödev
Bring any visual aids or materials for the final presentation.

Akış

  1. 5 Show the rubric and explain what 'Çok iyi' looks like for content, language, delivery and teamwork. (Whole class)
  2. 20 Groups rehearse their full presentation twice, timing themselves. (Groups)
  3. 10 Groups perform for one other group and give brief feedback using the rubric. (Groups)
  4. 5 Groups make final adjustments based on feedback. (Groups)
DestekGive extra rehearsal time to groups that need it; simplify lines if necessary.
HedefTwo full rehearsals with peer feedback.
İleriFast groups add a visual aid (drawing, photo, or simple slide) to their presentation.
DERS 29Grammar Consolidation: Mixed Practice40 dk
Kazanım
ENG.PREP.13.G1
Hedef dil
passive with modals, shall, can/might (mixed review)
Kelimeler
review: all grammar-related vocabulary
Materyal
Site: Grammar tabs 1-3, Mixed practice worksheet
Hazırlık
Prepare a worksheet mixing all three grammar points.
Ölçme
Review worksheet scores to identify students needing extra support.
Ödev
Review the Grammar tab and note any point you find difficult.

Akış

  1. 10 Quick recap: teacher elicits the rule for each of the three grammar points from students. (Whole class)
  2. 20 Students complete a mixed practice worksheet (mcq, gap, judge) covering all three points. (Individual → pairs)
  3. 5 Pairs check answers together before whole-class check. (Pairs)
  4. 5 Whole-class check; teacher clarifies any remaining confusion. (Whole class)
DestekProvide the three rule summaries as a reference card.
HedefMixed practice worksheet, whole-class check.
İleriFast finishers write one original sentence for each grammar point.
DERS 30Vocabulary Games + Review Quiz Prep40 dk
Kazanım
ENG.PREP.13.V1
Hedef dil
all 20 theme vocabulary words
Kelimeler
review: all 20 words
Materyal
Site: Vocabulary games (Match It, Word Race, Missing Word)
Hazırlık
Open the site's game section on the board.
Ölçme
Review game scores and self-check lists to plan support before the Review tab.
Ödev
Complete the Review tab (mini checks) on the site.

Akış

  1. 10 Whole-class quickfire: teacher says a word, a student gives the meaning or example. (Whole class)
  2. 15 Students play two vocabulary games individually or in pairs, tracking their scores. (Individual/Pairs)
  3. 10 Students complete a short self-check: which 5 words do they still find difficult? (Individual)
  4. 5 Pairs help each other with their difficult words. (Pairs)
DestekGive extra practice cards for the 5 most commonly confused words.
HedefQuickfire review, two games, self-check.
İleriFast finishers try the Missing Word game at the highest difficulty.
DERS 31Review: Vocabulary, Grammar, Reading and Listening Check40 dk
Kazanım
ENG.PREP.13.V1, ENG.PREP.13.G1, ENG.PREP.13.R3, ENG.PREP.13.L3
Hedef dil
review of all theme content
Kelimeler
review: all 20 words
Materyal
Site: Review tab
Hazırlık
Open the Review tab on the board.
Ölçme
Use Review tab results to identify areas to revisit before the test.
Ödev
Revise any grammar point or vocabulary set you found difficult in the review.

Akış

  1. 10 Complete the vocabulary review questions together, discussing any mistakes. (Whole class)
  2. 10 Complete the grammar review questions in pairs, then check as a class. (Pairs → whole class)
  3. 10 Complete the reading review questions, referring back to the texts if needed. (Individual → whole class)
  4. 10 Quick discussion: which parts of the theme do students feel confident about? Which need more practice? (Whole class)
DestekAllow students to check the relevant tab (Vocabulary/Grammar/Reading) while answering.
HedefFull Review tab completed and checked.
İleriFast finishers write one extra review-style question for a partner to answer.
DERS 32Theme Test40 dk
Kazanım
ENG.PREP.13.V1, ENG.PREP.13.G1, ENG.PREP.13.R3
Hedef dil
all theme content
Kelimeler
all 20 words
Materyal
Site: Theme Test / printed test
Hazırlık
Prepare printed tests or open the Theme Test tab for each student.
Ölçme
Score the Theme Test using the site's automatic scoring (60% = completed).
Ödev
None — rest before the next lesson's feedback.

Akış

  1. 5 Explain the test sections (Vocabulary, Grammar, Reading, Functional Language, Writing) and timing. (Whole class)
  2. 30 Students complete the Theme Test individually and silently. (Individual)
  3. 5 Students check they have answered every section before submitting. (Individual)
DestekAllow extra time or read questions aloud for students who need it.
HedefFull Theme Test, all five sections.
İleriFast finishers quietly re-check their answers.
DERS 33Performance Presentations + Test Feedback + Wrap It Up40 dk
Kazanım
ENG.PREP.13.S6, ENG.PREP.13.W7
Hedef dil
presentation delivery, self-assessment language
Kelimeler
review: all 20 words
Materyal
Groups' final project reports, Rubric: Neighbourhood & City Project, Test results
Hazırlık
Prepare the presentation order and the rubric for scoring.
Ölçme
Score presentations with the rubric; review self-assessment for follow-up needs.
Ödev
Complete the standard homework task for this theme if not yet done.

Akış

  1. 15 Groups present their Neighbourhood & City Project (place, festival, problem+solution) to the class. (Groups → whole class)
  2. 10 Teacher gives brief, positive feedback on the presentations using the rubric. (Whole class)
  3. 10 Teacher returns Theme Test results and reviews the two most common mistakes. (Whole class)
  4. 5 Wrap It Up: students complete a short self-assessment — 'I can now… / I still need to practise…' (Individual)
DestekAllow groups with fewer members extra time or a simplified presentation.
HedefAll group presentations, test feedback, self-assessment.
İleriFast finishers write one goal for the next theme.
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

Old Town Landmark Poster

Students research and design a poster about a cultural or historical landmark, using passive voice with modals to describe how it should be cared for.

Speaking10-15 dkİkiliYok

Shall We…? Weekend Planner

Pairs use Shall we…?/Shall I…? to plan a weekend visit to a place in their city and present their plan.

Speaking15-20 dkSınıf içi dolaşmaDüşük

Neighbourhood Problems Survey

Students interview classmates about problems in their neighbourhood and report back using should be / must be.

Writing30-45 dkGrup (3-4)Düşük

Design a Festival Brochure

Groups design a brochure for an invented or real neighbourhood festival, describing when it takes place and what happens.

Reading40 dkGrupOrta

City Project Research Stations

Students rotate between stations researching cultural places, festivals and problems for their performance project.

Grammar15 dkTakımlarYok

Passive with Modals Relay Race

Teams race to transform active sentences about city rules into correct passive sentences with modals.

Speaking10-15 dkİkiliDüşük

City Weather & Events Forecast

Pairs practise using might to predict weather and possible changes to a city event or festival.

Sonraki sekmeÖlçme →

Sekme 6 / 8

Ölçme

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

Neighbourhood & City Project (Performance Task)
Ölçüt4 · Çok iyi3 · İyi2 · Gelişmeli1 · Başlangıç
İçerik (Content)Kültürel/tarihî yer, festival/etkinlik ve sorun bölümleri açık ve ayrıntılıÜç bölüm büyük ölçüde açıkBölümlerden biri eksik ya da yüzeyselİçerik neredeyse yok
Dil (Grammar & Vocabulary)Hedef gramer (passive with modals, shall, can/might) ve kelimeler doğru ve çeşitli kullanılmışÇoğunlukla doğru kullanılmışBazı hatalar var, anlam bozulmuyorÇok sayıda hata, anlam güçlükle anlaşılıyor
Sunum (Delivery)Net, anlaşılır, iyi organize edilmiş sunumGenelde anlaşılır ve düzenliZaman zaman anlaşılması güç ya da dağınıkAnlaşılması zor
İş birliği (Teamwork)Tüm grup üyeleri eşit katkı sağlamışÇoğu üye katkı sağlamışKatkı dengesizÇok az üye katkı sağlamış
My Neighbourhood Poster (Writing)
Ölçüt3 · İyi2 · Orta1 · Gelişmeli
Görev tamamlamaBir yer/festival ve bir sorun dengeli anlatılmış, en az 2 gramer noktası kullanılmışBölümlerden biri eksik ya da gramer sınırlı kullanılmışGörev tamamlanmamış
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 13: Life in the Neighbourhood, City and Social LifeStudent's Book Vol. 2, s. 81–96 · Workbook Vol. 2, s. 41–48Tema sayfası
Outcome24 öğrenme çıktısı (L, P, R, V, G, W, S)Close-up (s. 81) · Wrap It Up öz değerlendirme (s. 96)Genel bakış
VocabularyTarget vocabulary13C Vocabulary Hub (s. 86–88)Vocabulary + oyunlar
GrammarPassive voice with modals; Shall (suggestions, offers); Can / might (polite requests, probability)13D Language in Action (s. 89–91): passive voice modals; shall; can; mightGrammar
ReadingR1–R413E Reading Corner (s. 92) · CLIL & Culture (s. 94)Özgün okuma
ListeningL1–L4Dijital hikâye (s. 82–83) · 13A Watch and Notice (s. 84) · 13B Tune Your Language, telaffuz (s. 85)Özgün dinleme
SpeakingS1–S6C ve D bölümlerindeki oyunlar · Wrap It Up projesi (s. 96)Speaking task
WritingW1–W713F Write It Right (s. 93)Writing task
AssessmentPerformans görevi (rubrik)Consolidation (s. 95) · Wrap It Up (s. 96) · Workbook s. 41–48Theme test
Sonraki sekmeİndir →

Sekme 8 / 8

İndir

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

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