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ÖĞRETMEN · THEME 15Lise HazırlıkB133 ders saati

Life in Nature and Global Problems

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 15: Life in Nature and Global Problems
Ders saati
33 (resmî)
Alt temalar
  • Natural resources
  • Animals in nature and their habitats
  • Protecting natural resources and animals
Hedef dil yapıları
  • Past Perfect Progressive
  • Third conditional
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.15.L1
    Listening/Watching

    Students can prepare and get ready for listening (to)/watching about the current content on “life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals”.

    I can… I can get ready to listen about nature and global problems.

  • ENG.PREP.15.L2
    Listening/Watching

    Students can bring together the information in the current content on “life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals”.

    I can… I can pick out key information when I listen about environmental topics.

  • ENG.PREP.15.L3
    Listening/Watching

    Students can make sense of and derive meaning from the current content on “life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals”.

    I can… I can understand the main ideas when I listen about nature and global problems.

  • ENG.PREP.15.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 nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals” 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.15.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 nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals” to develop holistic and conscious pronunciation skills after recognising them in context.

    I can… I can pronounce nature and environment words and sentences clearly.

  • ENG.PREP.15.R1
    Reading

    Students can prepare for reading the content on “life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals” efficiently and effectively.

    I can… I can get ready to read a text about nature and global problems.

  • ENG.PREP.15.R2
    Reading

    Students can bring information together about the current content on “life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals” through skimming, scanning and detailed reading.

    I can… I can find key information in a text about the environment.

  • ENG.PREP.15.R3
    Reading

    Students can make sense of and derive meaning from the current content on “life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals”.

    I can… I can understand the main ideas of a text about nature and global problems.

  • ENG.PREP.15.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 nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals” 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.15.V1
    Vocabulary

    Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals” after recognising them in context and developing their conscious and inductive vocabulary learning skills.

    I can… I can use the target vocabulary about nature and global problems correctly.

  • ENG.PREP.15.G1
    Grammaring

    Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

    I can… I can use the Past Perfect Progressive and the Third Conditional correctly.

  • ENG.PREP.15.W1
    Writing

    Students can prepare for writing efficiently and accurately based on the current content about “life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals”.

    I can… I can prepare and plan before I write about an environmental topic.

  • ENG.PREP.15.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 nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals”.

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

  • ENG.PREP.15.W3
    Writing

    Students can construct new written content on “life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals” based on their understanding of the model(s) provided.

    I can… I can write new sentences and texts about nature and global problems.

  • ENG.PREP.15.W4
    Writing

    Students can practise producing written content based on the current theme “life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals”.

    I can… I can practise my writing about environmental issues.

  • ENG.PREP.15.W5
    Writing

    Students can engage in the process of writing related to the content on “life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals”.

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

  • ENG.PREP.15.W6
    Writing

    Students can reconstruct their writing about the current theme on “life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals” to communicate effectively about it.

    I can… I can check and improve my writing.

  • ENG.PREP.15.W7
    Writing

    Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals” in relation to themselves or others, both individually and/or with others.

    I can… I can reflect on my writing about nature and global problems.

  • ENG.PREP.15.S1
    Speaking

    Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals”.

    I can… I can prepare to speak about nature and global problems.

  • ENG.PREP.15.S2
    Speaking

    Students can analyse and understand the model content related to “life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals” to support the production of spoken language.

    I can… I can understand a model dialogue about environmental issues.

  • ENG.PREP.15.S3
    Speaking

    Students can produce meaningful and accurate spoken content related to the current theme on “life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals”.

    I can… I can speak accurately about nature and global problems.

  • ENG.PREP.15.S4
    Speaking

    Students can construct meaningful spoken content about “life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals” through efficient and meaningful practice.

    I can… I can build longer spoken answers about environmental issues.

  • ENG.PREP.15.S5
    Speaking

    Students can reconstruct the information about “life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals” when communicating with others.

    I can… I can use what I know to communicate about nature and global problems.

  • ENG.PREP.15.S6
    Speaking

    Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals” in relation to themselves or others, both individually and/or with others.

    I can… I can reflect on my speaking about environmental issues.

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
3110-14 Mayıs20—
3217-21 Mayıs20Atatürk'ü Anma ve Gençlik ve Spor Bayramı (19 Mayıs)

Performance assignment (resmî plan)

Students will design and present a project that explores the challenges and solutions related to natural resources, wildlife, and environmental protection. They will research the importance of conserving natural resources and animal habitats, analyse the effects of human activity on nature, and propose actionable steps for a more sustainable future. As part of the project, students will write reports, create visual aids (such as posters or presentations), and role-play as conservationists, scientists, or environmental activists. They will simulate scenarios like addressing climate change, protecting endangered species, or raising awareness about sustainable practices. The assignment will be evaluated 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 15: Life in Nature and Global Problems40 dk
Kazanım
ENG.PREP.15.L1
Hedef dil
natural resource, habitat, conservation
Kelimeler
natural resource, habitat, conservation
Materyal
Theme 15 poster/slide, Three photos: a forest, an endangered animal, a clean-up event
Hazırlık
Print or project three photos representing the three sub-themes.
Ölçme
Teacher monitors pair talk for correct use of the new words.
Ödev
Look at the Vocabulary tab on the site and read the first 6 words.

Akış

  1. 5 Warm-up: show 3 photos (a forest, an endangered animal, a beach clean-up). Ask 'What do you see? What is the connection?' (Whole class)
  2. 10 Present the theme roadmap: natural resources, animals & habitats, protecting nature & animals. (Whole class)
  3. 15 Pre-teach natural resource, habitat, conservation with pictures and example sentences; students repeat and note. (Whole class → pairs)
  4. 10 Pair talk: 'One natural resource / animal that is important in Türkiye 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 why the resource or animal matters.
DERS 2Vocabulary A: Natural Resources40 dk
Kazanım
ENG.PREP.15.V1
Hedef dil
natural resource, fossil fuel, renewable energy, deforestation, pollution, sustainable
Kelimeler
natural resource, fossil fuel, renewable energy, deforestation, pollution, sustainable
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: Past Perfect Progressive (Notice & Discover)40 dk
Kazanım
ENG.PREP.15.G1
Hedef dil
Past Perfect Progressive (had been + -ing)
Kelimeler
pollution, deforestation
Materyal
Site: Grammar tab, grammar point 1, Board
Hazırlık
Prepare the 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 what comes before 'been' and what the -ing form tells us. (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 subject + verb + time, students form a Past Perfect Progressive sentence fast. (Whole class)
DestekGive the rule (bi box) printed for reference.
HedefNotice + Discover A + Discover B.
İleriFast finishers do the 'Your Turn' writing task.
DERS 4Past Perfect Progressive Practice + Vocabulary B (part 1)40 dk
Kazanım
ENG.PREP.15.G1, ENG.PREP.15.V1
Hedef dil
Past Perfect Progressive; habitat, endangered species, extinct
Kelimeler
habitat, endangered species, extinct
Materyal
Site: Practice quiz, Vocabulary cards B
Hazırlık
Prepare picture cards for habitat, endangered species, extinct.
Ölçme
Collect and spot-check 2 sentences per pair.
Ödev
Review the Mistakes box for Past Perfect Progressive on the site.

Akış

  1. 10 Do Practice A+B (Grammar tab) individually, then pair-check answers. (Individual → pairs)
  2. 10 Present vocabulary B (part 1) with picture cards; students match word to picture. (Whole class)
  3. 12 'How long had it been happening?' — students write one Past Perfect Progressive sentence per new word (e.g. 'The species had been disappearing for years before people noticed.'). (Pairs)
  4. 8 Share 2-3 sentences with the class; teacher gives quick feedback. (Whole class)
DestekProvide a verb bank (disappearing, losing, shrinking, dying out).
Hedef3 new words + 3 Past Perfect Progressive sentences.
İleriFast finishers try the Challenge dialogue on the site.
DERS 5Vocabulary B (part 2): Animals and Habitats40 dk
Kazanım
ENG.PREP.15.V1
Hedef dil
wildlife, ecosystem, migrate
Kelimeler
wildlife, ecosystem, migrate
Materyal
Site: Vocabulary tab, Play tab games
Hazırlık
Open the site's Vocabulary and Play tabs.
Ölçme
Observe game scores; note words that need more review.
Ödev
Practise all 12 words so far (A+B) with the Word Race game.

Akış

  1. 10 Present wildlife, ecosystem, migrate with example sentences and pictures; students repeat. (Whole class)
  2. 15 Play Choose the Meaning and Missing Word games individually or in pairs. (Individual → pairs)
  3. 10 'Animal chain' speaking warm-up: students say one animal-habitat fact each around the class. (Whole class)
  4. 5 Quick recap: teacher says a Turkish meaning, students shout the English word for all 6 Vocabulary B words. (Whole class)
DestekGive a word bank for the 'animal chain' warm-up.
Hedef3 new words + 2 vocabulary games.
İleriFast finishers write a sentence connecting 'ecosystem' and 'wildlife'.
DERS 6Reading 1 (Before/While): The Forest That Had Been Disappearing40 dk
Kazanım
ENG.PREP.15.R1, ENG.PREP.15.R2
Hedef dil
deforestation, natural resource vocabulary
Kelimeler
deforestation, natural resource
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 reasons a rainforest might disappear. (Whole class)
  2. 20 Silent reading of the 5 paragraphs; students underline unknown words and any Past Perfect Progressive verbs. (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. 'logging').
Hedef5-paragraph text + 4 comprehension questions.
İleriFast finishers underline all Third Conditional verbs they can find (there are none yet — ask them to find Past Perfect Progressive instead).
DERS 7Reading 1 (After) + Speaking Follow-Up40 dk
Kazanım
ENG.PREP.15.R4, ENG.PREP.15.S3
Hedef dil
compare and contrast language
Kelimeler
sustainable
Materyal
Site: Reading tab, after-reading tasks
Hazırlık
No special preparation.
Ölçme
Listen to 3 pairs share their opinion with the class.

Akış

  1. 10 Review answers to questions 5-6 from the reading. (Whole class)
  2. 15 After-reading task: students write two sentences about natural resources important in their own country. (Individual)
  3. 15 Pair speaking: 'Do you think laws are the best way to protect forests?' — discuss and give reasons. (Pairs)
DestekGive an opinion frame: 'In my opinion, … because …'.
Hedef2 written sentences + pair opinion discussion.
İleriFast finishers add a third reason to their opinion.
DERS 8Grammar 2: Third Conditional (Notice & Discover)40 dk
Kazanım
ENG.PREP.15.G1
Hedef dil
Third Conditional (if + Past Perfect, would have + V3)
Kelimeler
endangered species, extinct
Materyal
Site: Grammar tab, grammar point 2
Hazırlık
Prepare 4 notice sentences and a two-colour poster (if-clause / result-clause).
Ölçme
Observe pair sentences for correct if + Past Perfect / would have + V3.
Ödev
Do Practice A and B (Grammar tab) on the site.

Akış

  1. 8 Notice: 4 sentences on the board; ask if these are real or imagined past situations. (Whole class)
  2. 12 Discover A (Complete the rule) as a class. (Whole class)
  3. 15 Discover B (Build): pairs write Third Conditional sentences from cues about nature and global problems. (Pairs)
  4. 5 Quick check: teacher reads an if-clause, students complete the result orally. (Whole class)
DestekProvide a colour-coded poster (if-clause vs result clause).
HedefNotice + Discover A + Discover B.
İleriFast finishers do the 'Your Turn' writing task.
DERS 9Third Conditional Practice + Mistakes Clinic40 dk
Kazanım
ENG.PREP.15.G1
Hedef dil
Third Conditional
Materyal
Site: Practice A-C quiz
Hazırlık
Prepare 2-3 'Mistakes' sentences from the site to correct as a class.
Ölçme
Circulate during the chain game; 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 'What would have happened if…?' chain game: each student adds one Third Conditional sentence about nature. (Whole class)
DestekSentence frames on cards for lower-level students.
HedefPractice A-C + Mistakes Clinic + chain game.
İleriFast finishers try the Challenge dialogue on the site.
DERS 10Grammar Consolidation: Past Perfect Progressive vs Third Conditional40 dk
Kazanım
ENG.PREP.15.G1
Hedef dil
Past Perfect Progressive vs Third Conditional
Kelimeler
conservation, wildlife
Materyal
Site: both grammar points, Sorting cards
Hazırlık
Prepare a set of mixed sentences (some Past Perfect Progressive, some Third Conditional) to sort.
Ölçme
Check the sorting cards and the 2 original sentences per pair.
Ödev
Review both grammar points on the site before the next lesson.

Akış

  1. 10 Quick review: teacher shows the 'Compare' note from Grammar point 2 on the board. (Whole class)
  2. 15 Card sort: pairs sort 8 mixed sentences into 'Past Perfect Progressive' and 'Third Conditional'. (Pairs)
  3. 10 Pairs write 2 more sentences of their own — one of each type — about a real environmental topic. (Pairs)
  4. 5 Share the best sentences with the class. (Whole class)
DestekGive a simple summary table (form + use) for reference.
Hedef8-sentence sort + 2 original sentences.
İleriFast finishers try to link their 2 sentences into a short paragraph.
DERS 11Vocabulary C (part 1): Protecting Nature40 dk
Kazanım
ENG.PREP.15.V1
Hedef dil
conservation, environmentalist, raise awareness
Kelimeler
conservation, environmentalist, raise awareness
Materyal
Site: Vocabulary tab
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 conservation, environmentalist, raise awareness with example sentences; students repeat. (Whole class)
  2. 15 Students read all Vocabulary C cards and use '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.
Hedef3 new words, Match It game.
İleriFast finishers write one sentence with each new word.
DERS 12Vocabulary C (part 2) + Word Games40 dk
Kazanım
ENG.PREP.15.V1
Hedef dil
wildlife reserve, ban, recycle
Kelimeler
wildlife reserve, ban, recycle
Materyal
Site: Play tab
Hazırlık
Open the site's Play tab.
Ölçme
Record team scores; note words that need review next lesson.

Akış

  1. 10 Present wildlife reserve, ban, recycle with example sentences; students repeat. (Whole class)
  2. 10 Play Choose the Meaning game individually. (Individual)
  3. 10 Play Missing Word game in pairs. (Pairs)
  4. 10 Team Word Race (all 18 words) to finish the vocabulary set with energy. (Teams)
DestekAllow lower-level students to check meanings before Word Race.
Hedef3 new words + 3 vocabulary games covering all 18 words.
İleriFast finishers write a sentence connecting 'ban' and 'recycle'.
DERS 13Reading 2 (Before/While): Saving the Sea Turtles40 dk
Kazanım
ENG.PREP.15.R1, ENG.PREP.15.R2
Hedef dil
endangered species, conservation vocabulary
Kelimeler
endangered species, wildlife
Materyal
Site: Reading tab, text 2
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 why sea turtles might be in danger; guess what people could do to help. (Whole class)
  2. 20 Silent reading of the 5 paragraphs; students underline any Third Conditional or Past Perfect Progressive sentences. (Individual)
  3. 12 While reading: answer questions 1-4 individually, then check in pairs. (Individual → pairs)
DestekPre-teach 'nesting beach' and 'marine biology' before reading.
Hedef5-paragraph text + 4 comprehension questions.
İleriFast finishers list every grammar structure from this theme that they find in the text.
DERS 14Reading 2 (After) + Speaking Follow-Up40 dk
Kazanım
ENG.PREP.15.R4, ENG.PREP.15.S3
Hedef dil
personal opinion language
Kelimeler
habitat
Materyal
Site: Reading tab, after-reading tasks
Hazırlık
No special preparation.
Ölçme
Listen to 3 pairs share their ideas with the class.

Akış

  1. 10 Review answers to questions 5-6 from the reading. (Whole class)
  2. 15 After-reading task: students write two sentences about an endangered animal they know. (Individual)
  3. 15 Pair speaking: 'What would you do to help protect an endangered species?' — discuss ideas. (Pairs)
DestekGive an idea frame: 'One thing I would do is…'.
Hedef2 written sentences + pair discussion.
İleriFast finishers add a third idea.
DERS 15Listening 1 (Before/While): Beach Clean-up Volunteers40 dk
Kazanım
ENG.PREP.15.L1, ENG.PREP.15.L2
Hedef dil
clean-up and pollution vocabulary
Kelimeler
pollution
Materyal
Site: Listening tab, dialogue 1
Hazırlık
Prepare the before-listening questions on the board.
Ölçme
Check while-listening answers as a class; clarify any misunderstandings.

Akış

  1. 8 Before listening: guess what kind of rubbish volunteers might find on a beach. (Whole class)
  2. 15 Play the transcript (read aloud or use the site); students listen for the general situation. (Whole class)
  3. 17 While listening: answer questions 1-3 individually, then check in pairs; re-read the transcript for questions 4-5. (Individual → pairs)
DestekPre-teach 'fishing net' and 'trapped' before listening.
HedefTranscript + 5 comprehension questions.
İleriFast finishers underline the Past Perfect Progressive and Third Conditional sentences in the transcript.
DERS 16Listening 1 (After) + Speaking40 dk
Kazanım
ENG.PREP.15.L4, ENG.PREP.15.S4
Hedef dil
volunteer and clean-up language
Kelimeler
conservation
Materyal
Site: Listening tab, after-listening tasks
Hazırlık
No special preparation.
Ölçme
Listen to 2-3 pairs share their sentences and stories.
Ödev
Write 2 rules for a class clean-up day.

Akış

  1. 10 Review the after-listening questions as a class. (Whole class)
  2. 15 Students write one sentence about something they would have done differently at the beach (Third Conditional). (Individual)
  3. 15 Pair speaking: share experiences of volunteering or helping the environment, real or imagined. (Pairs)
DestekGive a sentence frame: 'If I had been there, I would have…'.
Hedef1 written sentence + pair speaking.
İleriFast finishers write a second sentence about a different situation.
DERS 17Listening 2 (Before/While): Planning an Endangered Species Project40 dk
Kazanım
ENG.PREP.15.L1, ENG.PREP.15.L2
Hedef dil
project-planning language
Kelimeler
endangered species
Materyal
Site: Listening tab, dialogue 2
Hazırlık
Prepare the before-listening questions on the board.
Ölçme
Check while-listening answers as a class.

Akış

  1. 8 Before listening: predict what information a good animal project usually includes. (Whole class)
  2. 15 Play the transcript; students listen for which animal the students choose and why. (Whole class)
  3. 17 While listening: answer questions 1-3 individually, then check in pairs; re-read for questions 4-5. (Individual → pairs)
DestekPre-teach 'evidence' and 'role-play' before listening.
HedefTranscript + 5 comprehension questions.
İleriFast finishers note every piece of information the students plan to include in their project.
DERS 18Listening 2 (After) + Speaking40 dk
Kazanım
ENG.PREP.15.L4, ENG.PREP.15.S5
Hedef dil
planning and project language
Materyal
Site: Listening tab, after-listening tasks
Hazırlık
No special preparation.
Ölçme
Listen to 2-3 pairs share their choice and reason.
Ödev
Think about which topic (resource, animal, or protection project) you want for your own project.

Akış

  1. 10 Review the after-listening questions as a class. (Whole class)
  2. 15 Students write one sentence about a threat facing an animal in their own country. (Individual)
  3. 15 Pair speaking: 'Which endangered animal would you choose for a project? Why?' (Pairs)
DestekGive example animal names and a reason frame.
Hedef1 written sentence + pair speaking.
İleriFast finishers suggest one conservation action for their chosen animal.
DERS 19Speaking 1: If We Hadn't Protected It…40 dk
Kazanım
ENG.PREP.15.S1, ENG.PREP.15.S3
Hedef dil
Third Conditional for speaking
Kelimeler
ecosystem
Materyal
Site: Use English tab, speaking task 1, 4 picture cards
Hazırlık
Prepare 4 picture cards: a forest, a river, an endangered animal, a coral reef.
Ölçme
Circulate and note correct/incorrect Third Conditional use.

Akış

  1. 5 Warm-up: quick review of Third Conditional form with 2 oral examples. (Whole class)
  2. 10 Explain the task and model one example sentence with a volunteer. (Whole class)
  3. 15 Pairs discuss the 4 pictures and make at least 4 Third Conditional sentences (Speaking task 1). (Pairs)
  4. 10 2-3 pairs share their favourite sentence with the class; teacher gives feedback. (Whole class)
DestekGive sentence frames on cards.
Hedef4 Third Conditional sentences per pair.
İleriFast finishers add a fifth picture of their own choice.
DERS 20Speaking 2: Conservationist Interview40 dk
Kazanım
ENG.PREP.15.S2, ENG.PREP.15.S4
Hedef dil
interview language; Past Perfect Progressive & Third Conditional in speech
Kelimeler
environmentalist
Materyal
Site: Use English tab, speaking task 2
Hazırlık
No special preparation.
Ölçme
Listen to performances for accurate use of target grammar.
Ödev
Start thinking about which topic your performance task group will choose.

Akış

  1. 5 Explain the role-play: journalist interviews a conservationist about a project. (Whole class)
  2. 10 In pairs, students prepare four interview questions using this theme's grammar and vocabulary. (Pairs)
  3. 15 Pairs act out the interview; then swap roles and interview about a different project. (Pairs)
  4. 10 2 pairs perform their favourite interview for the class. (Whole class)
DestekProvide question starters for the journalist role.
HedefA 4-question interview role-play, both roles.
İleriFast finishers record their interview or add one extra question.
DERS 21Writing 1: An Environmental Problem and Solutions — Planning40 dk
Kazanım
ENG.PREP.15.W1, ENG.PREP.15.W2
Hedef dil
report language
Kelimeler
sustainable, raise awareness
Materyal
Site: Use English tab, writing task 1
Hazırlık
No special preparation.
Ölçme
Check plans for a clear problem and two solutions.
Ödev
Bring your plan to the next lesson to write your first draft.

Akış

  1. 10 Read the writing task together; discuss what a good short report includes. (Whole class)
  2. 10 Model text discussion: look at one sample sentence for the problem and one for a solution. (Whole class)
  3. 15 Students complete the Plan steps individually: choose a problem, note facts, note two solutions. (Individual)
  4. 5 Pair-check plans before drafting starts. (Pairs)
DestekGive a bank of environmental problems to choose from.
HedefA completed plan (4 steps) for the report.
İleriFast finishers begin drafting their first two sentences.
DERS 22Writing 1: Drafting + Peer Feedback40 dk
Kazanım
ENG.PREP.15.W3, ENG.PREP.15.W4, ENG.PREP.15.W6
Hedef dil
report language; target vocabulary and grammar
Materyal
Site: Use English tab, writing task 1, Checklist
Hazırlık
No special preparation.
Ölçme
Collect drafts; check for at least 3 target words and one grammar point.
Ödev
Finish your final draft if not completed in class.

Akış

  1. 20 Students write their 80-100 word report using their plan from the previous lesson. (Individual)
  2. 10 Peer feedback: students swap reports and check the Checklist for their partner's writing. (Pairs)
  3. 10 Students revise their report based on feedback. (Individual)
DestekGive a simplified checklist for lower-level students.
HedefA complete, checked 80-100 word report.
İleriFast finishers add one more solution to their report.
DERS 23Writing 2: A Conservation Project Proposal — Planning40 dk
Kazanım
ENG.PREP.15.W1, ENG.PREP.15.W2
Hedef dil
proposal language
Kelimeler
wildlife reserve, conservation
Materyal
Site: Use English tab, writing task 2
Hazırlık
No special preparation.
Ölçme
Check plans for a clear threat and at least two project steps.
Ödev
Bring your plan to the next lesson.

Akış

  1. 10 Read the writing task together; discuss the difference between a report and a proposal. (Whole class)
  2. 10 Model text discussion: look at one sample sentence describing a threat and one describing a project step. (Whole class)
  3. 15 Students complete the Plan steps individually: choose a focus, explain the threat, list project steps, add a hoped-for result. (Individual)
  4. 5 Pair-check plans before drafting starts. (Pairs)
DestekGive a bank of natural resources and animals to choose from.
HedefA completed plan (4 steps) for the proposal.
İleriFast finishers begin drafting their opening sentence.
DERS 24Performance Task Kick-off: Choosing a Topic40 dk
Kazanım
ENG.PREP.15.W3, ENG.PREP.15.S1
Hedef dil
project-planning language
Materyal
Performance task brief (site: Grammar/Vocabulary review as needed), Group topic cards
Hazırlık
Prepare group topic cards: natural resources, animals & habitats, protecting nature & animals.
Ölçme
Check that every group has a clear, specific topic.
Ödev
Think of two questions your group needs to research.

Akış

  1. 10 Introduce the performance task: design and present a project on challenges and solutions for natural resources, wildlife, and the environment. (Whole class)
  2. 10 Explain the outputs: a written report, a visual aid (poster/presentation), and a role-play as conservationists, scientists, or activists. (Whole class)
  3. 15 Groups of 4-5 form and choose a specific topic (e.g. deforestation, an endangered animal, ocean pollution). (Groups)
  4. 5 Each group states their topic and one first idea to the class. (Whole class)
DestekGive example topics for groups that need help choosing.
HedefGroups formed with a chosen topic.
İleriFast groups begin listing what they already know about their topic.
DERS 25Performance Task: Research — Natural Resources / Habitats40 dk
Kazanım
ENG.PREP.15.R2, ENG.PREP.15.W3
Hedef dil
research language
Materyal
Site: Reading/Vocabulary tabs as reference, Notebooks or research sheet
Hazırlık
Prepare a simple research sheet (problem / facts / who is affected).
Ölçme
Circulate and check research sheets for at least 3 facts per group.

Akış

  1. 5 Recap the project brief and today's goal: gather facts about the problem. (Whole class)
  2. 25 Groups research their topic (using class texts, prior knowledge, and teacher-approved sources) and complete the research sheet. (Groups)
  3. 10 Groups share one interesting fact they found with another group. (Groups)
DestekProvide simplified source texts for lower-level groups.
HedefA completed research sheet on the environmental problem.
İleriFast groups start noting facts about human impact for the next lesson.
DERS 26Performance Task: Research — Human Impact & Writing 2 Draft40 dk
Kazanım
ENG.PREP.15.W3, ENG.PREP.15.W4
Hedef dil
cause and effect language; Third Conditional
Materyal
Research sheets, Writing task 2 plans
Hazırlık
No special preparation.
Ölçme
Check drafts for a clear threat, project steps, and at least one grammar point.
Ödev
Finish your Writing 2 draft if not completed.

Akış

  1. 15 Groups continue research, focusing on human impact and what would have happened without protection (Third Conditional). (Groups)
  2. 20 Individually, students draft their Writing 2 proposal using their group's research and their own plan. (Individual)
  3. 5 Quick self-check against the Writing 2 checklist. (Individual)
DestekGive sentence starters for the 'threat' and 'project step' sentences.
HedefResearch notes on human impact + a full Writing 2 draft.
İleriFast finishers add a Third Conditional sentence about what would have happened without action.
DERS 27Performance Task: Preparing the Visual Aid40 dk
Kazanım
ENG.PREP.15.W3, ENG.PREP.15.S1
Hedef dil
poster/presentation language
Materyal
Poster paper or slides, Group research sheets
Hazırlık
Prepare poster materials or open presentation software.
Ölçme
Circulate and check that posters include the problem, facts, and a solution.

Akış

  1. 5 Recap what makes a clear, informative poster or slide (title, key facts, 1-2 images/diagrams, solution). (Whole class)
  2. 25 Groups design their poster or presentation slides using their research and Writing 1/2 drafts. (Groups)
  3. 10 Groups do a quick peer check with another group for clarity and accuracy. (Groups)
DestekGive a simple poster template for groups that need structure.
HedefA completed poster or presentation draft.
İleriFast groups add an extra visual (map, diagram, or photo description).
DERS 28Performance Task: Writing the Report / Role-Play Script40 dk
Kazanım
ENG.PREP.15.W3, ENG.PREP.15.S2
Hedef dil
role-play and report language
Materyal
Group posters, Role cards: conservationist, scientist, activist
Hazırlık
Prepare role cards for conservationist, scientist, and activist.
Ölçme
Check scripts for use of this theme's grammar and vocabulary.
Ödev
Practise your part of the script at home.

Akış

  1. 5 Explain the role-play: each group will present as conservationists, scientists, or activists explaining their project. (Whole class)
  2. 20 Groups finalise their written report and write a short script (6-8 lines) for their role-play presentation. (Groups)
  3. 15 Groups assign roles and do a first read-through of their script. (Groups)
DestekGive role-play sentence starters (e.g. 'As a conservationist, I believe…').
HedefA finished report + a 6-8 line role-play script.
İleriFast groups memorise part of their script instead of reading it.
DERS 29Performance Task: Rehearsal40 dk
Kazanım
ENG.PREP.15.S3, ENG.PREP.15.S4
Hedef dil
presentation and delivery language
Materyal
Group scripts and posters
Hazırlık
No special preparation.
Ölçme
Circulate and note groups that need more support before presenting.
Ödev
Finish preparing your part for tomorrow's presentation.

Akış

  1. 10 Quick tips on clear delivery: eye contact, volume, and pointing to the poster. (Whole class)
  2. 20 Groups rehearse their full presentation (poster + role-play) at least twice. (Groups)
  3. 10 Groups give each other one piece of feedback (one strength, one improvement). (Groups)
DestekOffer extra rehearsal time to groups that need it.
HedefTwo full rehearsals + peer feedback.
İleriFast groups prepare one answer to a possible audience question.
DERS 30Performance Task: Presentations (Part 1)40 dk
Kazanım
ENG.PREP.15.S3, ENG.PREP.15.S5
Hedef dil
presentation language
Materyal
Group posters and scripts, Simple feedback form
Hazırlık
Prepare a simple audience feedback form (one thing I learned, one question).
Ölçme
Use the rubric to assess each presenting group.

Akış

  1. 5 Set expectations: audience listens quietly and completes the feedback form. (Whole class)
  2. 30 First half of the groups present their project (poster + role-play). (Groups → whole class)
  3. 5 Quick round of applause and one question per presentation from the audience. (Whole class)
DestekAllow presenting groups to use notes if needed.
Hedef3-4 group presentations with audience feedback.
İleriAudience members write one extra sentence about what they learned.
DERS 31Performance Task: Presentations (Part 2) + Feedback40 dk
Kazanım
ENG.PREP.15.S3, ENG.PREP.15.S6
Hedef dil
presentation and reflection language
Materyal
Group posters and scripts, Feedback forms, Rubric
Hazırlık
No special preparation.
Ölçme
Complete rubric scoring for all groups by the end of the lesson.
Ödev
Reflect: write one sentence about what you would do differently next time (Third Conditional).

Akış

  1. 30 Remaining groups present their project (poster + role-play). (Groups → whole class)
  2. 5 Quick round of applause and one question per presentation from the audience. (Whole class)
  3. 5 Whole-class reflection: 'What was the most surprising fact you learned today?' (Whole class)
DestekAllow presenting groups to use notes if needed.
HedefRemaining group presentations + class reflection.
İleriStudents who already presented write one question for a group they watched.
DERS 32Grammar & Vocabulary Consolidation + Review40 dk
Kazanım
ENG.PREP.15.G1, ENG.PREP.15.V1
Hedef dil
Past Perfect Progressive; Third Conditional; all Theme 15 vocabulary
Materyal
Site: Review tab
Hazırlık
No special preparation.
Ölçme
Use Review quiz results to identify weak areas before the test.
Ödev
Look at the Theme Test format before the next lesson.

Akış

  1. 10 Quick oral review: teacher asks 2-3 questions using each grammar point. (Whole class)
  2. 20 Students complete the Review quiz on the site (vocabulary + grammar + reading, mixed). (Individual)
  3. 10 Class goes over any question that many students got wrong, using the review links back to each section. (Whole class)
DestekAllow students to revisit the relevant tab before answering a Review question.
HedefCompleted Review quiz + whole-class correction.
İleriFast finishers redo the Review quiz to try to beat their first score.
DERS 33Theme Test + Reflection40 dk
Kazanım
ENG.PREP.15.G1, ENG.PREP.15.V1, ENG.PREP.15.R3, ENG.PREP.15.L3
Hedef dil
all Theme 15 language
Materyal
Site: Theme Test tab, My Progress tab
Hazırlık
No special preparation.
Ölçme
Record Theme Test scores; note students who need a re-take or extra support.
Ödev
Complete the Homework task at your chosen level (easy/standard/challenge).

Akış

  1. 30 Students complete the Theme Test individually (Vocabulary, Grammar, Reading, Functional Language, Writing). (Individual)
  2. 5 Students check their own score and see which skill needs more practice. (Individual)
  3. 5 Whole-class reflection: students complete 2-3 'I can…' statements on the My Progress tab. (Individual)
DestekAllow extra time or a shortened test for students who need it.
HedefA completed Theme Test (aim: 60%+) and self-reflection.
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

Environmental Problem Poster

Students design a poster about an environmental problem and two possible solutions, using target vocabulary and grammar.

Speaking10-12 dkİkiliYok

If We Hadn't Protected It… (Speaking)

Pairs use the Third Conditional to discuss what would have happened to natural resources or animals without protection.

Speaking10-15 dkİkiliYok

Conservationist Interview Role-Play

Pairs role-play a journalist interviewing a conservationist about an environmental project.

Grammar10 dkSınıfYok

Third Conditional Sort

Teacher reads if-clauses and result-clauses aloud; students match and check the Third Conditional form.

Speaking + Writing5-6 ders saatiGrup (4-5 kişi)Düşük

Protecting Nature Project (Performance Assignment)

Groups research an environmental problem, prepare a poster or presentation and a written report, and role-play as conservationists, scientists or activists presenting solutions.

Vocabulary5-8 dkTakımDijital (site oyunu)

Word Race: Nature and Global Problems Vocabulary

Teams compete to match the most nature and environment vocabulary items correctly in 60 seconds using the site's Word Race game.

Reading + Writing30-40 dkKüçük grupDüşük

Endangered Species Fact File

Small groups research and present a short fact file about an endangered species, its habitat, and the threats it faces.

Sonraki sekmeÖlçme →

Sekme 6 / 8

Ölçme

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

Protecting Nature Project (Performance Assignment)
Ölçüt4 · Çok iyi3 · İyi2 · Gelişmeli1 · Başlangıç
İçerik (Content)Proje, doğal kaynaklar/hayvanlar üzerindeki tehdidi ve çözümü açıkça ve doğru şekilde anlatıyorTehdit ve çözüm büyük ölçüde açıkTehdit ya da çözüm kısmen açıkKonu neredeyse anlaşılmıyor
Dil (Grammar & Vocabulary)Hedef gramer (Past Perfect Progressive, Third Conditional) ve kelimeler doğru ve çeşitli kullanılmışÇoğunlukla doğru kullanılmışBazı hatalar var, anlam bozulmuyorÇok sayıda hata, anlam güçlükle anlaşılıyor
Sunum & Rol Yapma (Delivery)Net, ikna edici, konuşmacı/rolüne uygunGenelde anlaşılır ve ikna ediciZaman zaman anlaşılması güçAnlaşılması zor, hazırlıksız görünüyor
İş birliği (Teamwork)Tüm grup üyeleri eşit katkı sağlamışÇoğu üye katkı sağlamışKatkı dengesizÇok az üye katkı sağlamış
Environmental Problem Report (Writing)
Ölçüt3 · İyi2 · Orta1 · Gelişmeli
Görev tamamlamaProblem net, en az 2 çözüm sunulmuşProblem ve 1 çözüm belirtilmişProblem belirsiz, çözüm yok
Kelime3+ hedef kelime doğru kullanılmış1-2 hedef kelime kullanılmışHedef kelime yok
GramerThird Conditional ya da Past Perfect Progressive doğru kullanılmışKullanılmış ama hatalıKullanılmamış
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 15: Life in Nature and Global ProblemsStudent's Book Vol. 2, s. 113–128 · Workbook Vol. 2, s. 57–64Tema sayfası
Outcome24 öğrenme çıktısı (L, P, R, V, G, W, S)Close-up (s. 113) · Wrap It Up öz değerlendirme (s. 128)Genel bakış
VocabularyTarget vocabulary15C Vocabulary Hub (s. 118–120)Vocabulary + oyunlar
GrammarPast Perfect Progressive; Third conditional15D Language in Action (s. 121–123): past perfect; past perfect progressive; conditional 3; modals with conditional 3; mustn't, needn'tGrammar
ReadingR1–R415E Reading Corner (s. 124) · CLIL & Culture (s. 126)Özgün okuma
ListeningL1–L4Dijital hikâye (s. 114–115) · 15A Watch and Notice (s. 116) · 15B Tune Your Language, telaffuz (s. 117)Özgün dinleme
SpeakingS1–S6C ve D bölümlerindeki oyunlar · Wrap It Up projesi (s. 128)Speaking task
WritingW1–W715F Write It Right (s. 125)Writing task
AssessmentPerformans görevi (rubrik)Consolidation (s. 127) · Wrap It Up (s. 128) · Workbook s. 57–64Theme test
Sonraki sekmeİndir →

Sekme 8 / 8

İndir

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

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