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ÖĞRETMEN · THEME 2Lise HazırlıkA233 ders saati

Classroom 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 · A2
Tema
Theme 2: Classroom Life
Ders saati
33 (resmî)
Alt temalar
  • Classroom rules and instructions
  • Roles, responsibilities and relationships in the classroom
  • Daily and study routines and learning activities in the classroom
Hedef dil yapıları
  • Shall (suggestion)
  • There is / there are
  • Can / can't, must / mustn't
  • Imperatives
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.2.L1
    Listening/Watching

    Students can prepare and get ready for listening (to)/watching about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom”.

    I can… I can get ready to listen about classroom life topics.

  • ENG.PREP.2.L2
    Listening/Watching

    Students can bring together the information in the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom”.

    I can… I can pick out the key information when I listen about classroom life.

  • ENG.PREP.2.L3
    Listening/Watching

    Students can make sense of and derive meaning from the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom”.

    I can… I can understand the main ideas when I listen about classroom life.

  • ENG.PREP.2.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 “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom” 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.2.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 “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom” to develop holistic and conscious pronunciation skills after recognising them in context.

    I can… I can pronounce classroom life words and sentences clearly.

  • ENG.PREP.2.R1
    Reading

    Students can prepare for reading the content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom” efficiently and effectively.

    I can… I can get ready to read a text about classroom life.

  • ENG.PREP.2.R2
    Reading

    Students can bring information together about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom” through skimming, scanning and detailed reading.

    I can… I can find key information in a text about classroom life.

  • ENG.PREP.2.R3
    Reading

    Students can make sense of and derive meaning from the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom”.

    I can… I can understand the main ideas of a text about classroom life.

  • ENG.PREP.2.R4
    Reading

    Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom” 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.2.V1
    Vocabulary

    Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom” after recognising them in context and developing their conscious and inductive vocabulary learning skills.

    I can… I can use the target vocabulary about classroom life correctly.

  • ENG.PREP.2.G1
    Grammaring

    Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

    I can… I can use There is/are, imperatives, can/can't, must/mustn't, and Shall for suggestions correctly.

  • ENG.PREP.2.W1
    Writing

    Students can prepare for writing efficiently and accurately based on the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom”.

    I can… I can prepare and plan before I write about classroom life.

  • ENG.PREP.2.W2
    Writing

    Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom”.

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

  • ENG.PREP.2.W3
    Writing

    Students can construct new written content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom” based on their understanding of the model(s) provided.

    I can… I can write new sentences and texts about classroom life.

  • ENG.PREP.2.W4
    Writing

    Students can practise producing written content based on the current theme “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom”.

    I can… I can practise my writing about classroom life.

  • ENG.PREP.2.W5
    Writing

    Students can engage in the process of writing related to the content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom”.

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

  • ENG.PREP.2.W6
    Writing

    Students can reconstruct their writing about the current theme on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom” to communicate effectively about it.

    I can… I can check and improve my writing.

  • ENG.PREP.2.W7
    Writing

    Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom” in relation to themselves or others, both individually and/or with others.

    I can… I can reflect on my writing about classroom life.

  • ENG.PREP.2.S1
    Speaking

    Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom”.

    I can… I can prepare to speak about classroom life.

  • ENG.PREP.2.S2
    Speaking

    Students can analyse and understand the model content related to “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom” to support the production of spoken language.

    I can… I can understand a model dialogue about classroom life.

  • ENG.PREP.2.S3
    Speaking

    Students can produce meaningful and accurate spoken content related to the current theme on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom”.

    I can… I can speak accurately about classroom life.

  • ENG.PREP.2.S4
    Speaking

    Students can construct meaningful spoken content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom” through efficient and meaningful practice.

    I can… I can build longer spoken answers about classroom life.

  • ENG.PREP.2.S5
    Speaking

    Students can reconstruct the information about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom” when communicating with others.

    I can… I can use what I know to communicate about classroom life.

  • ENG.PREP.2.S6
    Speaking

    Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom” in relation to themselves or others, both individually and/or with others."

    I can… I can reflect on my speaking about classroom 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
82-6 Kasım20 (haftayı paylaşır)—
99-13 Kasım20Atatürk Haftası (10-16 Kasım)

Performance assignment (resmî plan)

Students write and design ''my ideal classroom with ideal activities'' project. They will describe ideal roles, relationships, routines, and activities for an ideal class and classroom. They will write scripts for each role. In the class, they will act-out these roles. 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 2: Classroom Life40 dk
Kazanım
ENG.PREP.2.L1
Hedef dil
classroom, instruction, rule, quiet
Kelimeler
instruction, quiet, whiteboard
Materyal
Theme 2 poster/slide, Vocabulary cards
Hazırlık
Print or project the 3 sub-theme pictures (rules/instructions, roles/responsibilities, routines/activities).
Ölçme
Teacher monitors pair talk for correct use of 'instruction'.
Ödev
Look at the Vocabulary tab on the site and read the first 7 words.

Akış

  1. 5 Warm-up: show 3 photos (a rules poster, students working in roles, a busy timetable). Ask 'What do you see?' (Whole class)
  2. 10 Present the theme roadmap: classroom rules & instructions, roles & responsibilities, daily routines & activities. (Whole class)
  3. 15 Pre-teach instruction, quiet, whiteboard with mime and example sentences; students repeat and note. (Whole class → pairs)
  4. 10 Pair talk: 'One instruction our teacher often gives is…' — students share with a partner. (Pairs)
DestekGive sentence starters on the board.
Hedef3 target words, roadmap, pair talk.
İleriFast finishers add one more instruction to their pair talk.
DERS 2Vocabulary A: Classroom Rules & Instructions40 dk
Kazanım
ENG.PREP.2.V1
Hedef dil
instruction, quiet, whiteboard, volunteer, permission, silence, interrupt
Kelimeler
instruction, quiet, whiteboard, volunteer, permission, silence, interrupt
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 7 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.
Hedef7 words, Match It game.
İleriFast finishers write one sentence with each new word.
DERS 3Grammar: There is / There are — describing the classroom40 dk
Kazanım
ENG.PREP.2.G1
Hedef dil
There is / There are (affirmative, negative, question)
Kelimeler
whiteboard, instruction
Materyal
Site: Grammar tab, grammar point 1, Board
Hazırlık
Prepare 4 notice sentences on the board or slide.
Ölçme
Check pair sentences from Discover B while circulating.
Ödev
Do Practice A and B (Grammar tab) on the site.

Akış

  1. 8 Notice: show the 4 notice sentences; ask students when we use is and when we use are. (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 points at classroom objects, students say 'There is/are…' 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 4Grammar Practice + Vocabulary B: Roles & Responsibilities40 dk
Kazanım
ENG.PREP.2.G1, ENG.PREP.2.V1
Hedef dil
There is/are; classroom monitor, partner, teammate, cooperate, take turns, share
Kelimeler
classroom monitor, partner, teammate, cooperate, take turns, share
Materyal
Site: Practice quiz, Vocabulary cards B
Hazırlık
Prepare role cards (classroom monitor, partner, teammate).
Ölçme
Collect and spot-check 2 sentences per pair.
Ödev
Review the Mistakes box for There is/are on the site.

Akış

  1. 10 Do Practice A+B (Grammar tab) individually, then pair-check answers. (Individual → pairs)
  2. 10 Present vocabulary B (roles & responsibilities) with role cards; students match role to picture. (Whole class)
  3. 12 'Who does what?' — students write one sentence per role (e.g. 'The classroom monitor collects the homework.'). (Pairs)
  4. 8 Share 2-3 sentences with the class; teacher gives quick feedback. (Whole class)
DestekProvide a verb bank (collects, hands out, helps, checks).
Hedef6 role words + Simple Present sentences.
İleriFast finishers add a sixth role of their own (e.g. timekeeper, materials manager).
DERS 5Reading 1: Our Classroom Rules (Before/While)40 dk
Kazanım
ENG.PREP.2.R1, ENG.PREP.2.R2
Hedef dil
classroom rules, routine vocabulary
Kelimeler
whiteboard, instruction, classroom monitor
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 who gives instructions in the classroom. (Whole class)
  2. 20 Silent reading of the 5 paragraphs; students underline unknown words. (Individual)
  3. 12 While reading: answer questions 1-4 individually, then check in pairs. (Individual → pairs)
DestekPre-teach 2-3 harder words before reading (e.g. 'fair').
Hedef5-paragraph text + 4 comprehension questions.
İleriFast finishers underline all There is/are sentences in the text.
DERS 6Reading 1: After Reading + Speaking Follow-Up40 dk
Kazanım
ENG.PREP.2.R4, ENG.PREP.2.S3
Hedef dil
compare and contrast language
Kelimeler
cooperate, share
Materyal
Site: Reading tab, after-reading tasks
Hazırlık
No special preparation.
Ölçme
Listen to 3 pairs share their comparison with the class.

Akış

  1. 10 Review answers to questions 5-6 from the reading. (Whole class)
  2. 15 After-reading task: students write 2 sentences about a classroom job in their own class. (Individual)
  3. 15 Pair speaking: compare Elif's classroom with your own classroom — find 1 similarity, 1 difference. (Pairs)
DestekGive a comparison frame: 'In my classroom, … but in Elif's classroom, …'.
Hedef2 written sentences + pair comparison talk.
İleriFast finishers write a third difference.
DERS 7Grammar: Imperatives — classroom instructions40 dk
Kazanım
ENG.PREP.2.G1
Hedef dil
imperatives (positive, negative)
Kelimeler
silence, interrupt
Materyal
Site: Grammar tab, grammar point 2
Hazırlık
Prepare 4 notice sentences and mime cards for 4 instructions.
Ölçme
Observe the drill for correct imperative form.
Ödev
Write 2 more instructions for Practice C at home.

Akış

  1. 8 Notice: 4 sentences on the board; ask what form of the verb is used and how to make it negative. (Whole class)
  2. 12 Discover A (Complete the rule) as a class. (Whole class)
  3. 15 Discover B (Build): pairs turn cues into classroom instructions, mixing positive and negative. (Pairs)
  4. 5 Simon Says-style drill: teacher/volunteer gives imperatives, students follow (or freeze on 'Don't…'). (Whole class)
DestekProvide a bank of base verbs on the board (open, close, sit, listen, work).
HedefNotice + Discover A + Discover B + drill.
İleriFast finishers do the 'Your Turn' writing task.
DERS 8Imperatives Practice + Mistakes Clinic40 dk
Kazanım
ENG.PREP.2.G1
Hedef dil
imperatives (positive, negative)
Materyal
Site: Practice A-C quiz
Hazırlık
Prepare 2-3 'Mistakes' sentences from the site to correct as a class.
Ölçme
Circulate during mingling; note 3 good examples to share.

Akış

  1. 15 Do Practice A-C (Grammar tab) individually, then pair-check. (Individual → pairs)
  2. 10 Mistakes Clinic: display 2 wrong sentences from the Mistakes box; students correct them on mini-whiteboards. (Whole class)
  3. 15 'Instruction Relay' mingling task: students walk around giving 2 classmates one instruction each. (Whole class mingling)
DestekSentence frames on cards for lower-level students.
HedefPractice A-C + Mistakes Clinic.
İleriFast finishers try the Challenge dialogue on the site.
DERS 9Grammar: Can/can't, must/mustn't — classroom rules40 dk
Kazanım
ENG.PREP.2.G1
Hedef dil
can, can't, must, mustn't
Kelimeler
permission, interrupt
Materyal
Site: Grammar tab, grammar point 3
Hazırlık
Prepare 4 notice sentences and a rule poster set (Can/Can't/Must/Mustn't).
Ölçme
Observe the card sort for common errors.
Ödev
Read the 'Compare' note on the site (can't vs. mustn't).

Akış

  1. 8 Notice: 4 sentences on the board; ask which show ability, which show necessity and which show prohibition. (Whole class)
  2. 12 Discover A (Complete the rule) as a class. (Whole class)
  3. 15 Discover B (Build): pairs write classroom sentences from cues, mixing can/can't/must/mustn't. (Pairs)
  4. 5 Quick sort game: teacher reads a rule, students hold up CAN / MUST / MUSTN'T card. (Whole class)
DestekProvide a colour-coded poster (green can, blue must, red mustn't).
HedefNotice + Discover A + Discover B + sort game.
İleriFast finishers add one classroom rule not on the list.
DERS 10Can/Must Practice + Mistakes Review40 dk
Kazanım
ENG.PREP.2.G1
Hedef dil
can, can't, must, mustn't
Materyal
Site: Practice A-C quiz
Hazırlık
No special preparation.
Ölçme
Collect the 3-sentence mini-review as an exit ticket.

Akış

  1. 15 Do Practice A-C individually, then pair-check with reasons. (Individual → pairs)
  2. 10 Mistakes Clinic: correct 2 sentences from the Mistakes box as a class. (Whole class)
  3. 15 Grammar mini-review: students write 3 sentences mixing all 3 grammar points so far (There is/are, Imperatives, can/must). (Individual)
DestekGive a checklist of the 3 grammar points to tick off.
HedefPractice A-C + 3-sentence mini review.
İleriFast finishers try the Challenge dialogue.
DERS 11Vocabulary C: Daily Routines & Learning Activities40 dk
Kazanım
ENG.PREP.2.V1
Hedef dil
timetable, worksheet, presentation, discussion, revise, submit
Kelimeler
timetable, worksheet, presentation, discussion, revise, submit
Materyal
Site: Vocabulary tab, cards C, Choose the Meaning game
Hazırlık
Prepare images of a timetable and a group presentation.
Ölçme
Team scores from Choose the Meaning.
Ödev
Learn all 19 words for next lesson's listening task.

Akış

  1. 10 Present the 6 new words with images and example sentences; students repeat. (Whole class)
  2. 10 Students study all 19 vocabulary cards on the site and use 'hide meanings' to self-test. (Individual)
  3. 15 Play Choose the Meaning as a class competition (teams). (Whole class, teams)
  4. 5 Wrap-up: students name one daily routine or activity in their own classroom. (Whole class)
DestekPair lower-level students with stronger partners in teams.
Hedef6 new words, full vocabulary self-test, team game.
İleriFast finishers write a sentence with 'submit'.
DERS 12Listening 1: Understanding the Teacher's Instructions40 dk
Kazanım
ENG.PREP.2.L1, ENG.PREP.2.L2
Hedef dil
rules and instructions in context
Kelimeler
classroom monitor
Materyal
Site: Listening tab, audio/transcript 1
Hazırlık
Prepare the pre-listening prediction question.
Ölçme
Review the while-listening answers together.

Akış

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

Akış

  1. 8 Post-listening discussion: 'Which classroom rules do you already follow?' (Whole class)
  2. 25 Find Someone Who mingling task: students ask classmates to find matches for 6 sentences. (Whole class mingling)
  3. 7 Share 2 interesting findings with the class. (Whole class)
DestekProvide question forms in writing on the grid.
Hedef6-sentence Find Someone Who task.
İleriFast finishers add and ask one extra true sentence.
DERS 14Grammar: Shall — making suggestions40 dk
Kazanım
ENG.PREP.2.G1
Hedef dil
Shall we…? Shall I…?
Kelimeler
discussion
Materyal
Site: Grammar tab, grammar point 4
Hazırlık
Prepare 4 notice sentences (2 suggestions, 2 offers).
Ölçme
Listen for correct word order (Shall we/I + base verb) during the drill.

Akış

  1. 8 Notice: read the 4 sentences; ask how we suggest doing something together vs. offer to help. (Whole class)
  2. 12 Discover A (Complete the rule) as a class. (Whole class)
  3. 15 Discover B (Build): pairs write a suggestion or offer for 4 situations. (Pairs)
  4. 5 Quick oral drill: teacher mimes a classroom situation, students suggest 'Shall we…?' fast. (Whole class)
DestekGive sentence starters: 'Shall we ___?'
HedefNotice + Discover A + Discover B + drill.
İleriFast finishers write the 'Your Turn' mini-dialogue.
DERS 15Shall — Practice + Challenge Dialogue40 dk
Kazanım
ENG.PREP.2.G1
Hedef dil
Shall we…? Shall I…?
Materyal
Site: Practice A-C + Challenge dialogue
Hazırlık
No special preparation.
Ölçme
Listen to performed dialogues for correct 'Shall' questions.

Akış

  1. 15 Do Practice A-C individually, then pair-check. (Individual → pairs)
  2. 15 Complete the Challenge dialogue (gap-fill) in pairs, then read it aloud. (Pairs)
  3. 10 Perform 2-3 pairs' dialogues for the class with feedback on intonation. (Whole class)
DestekGive the dialogue with some answers pre-filled.
HedefPractice A-C + Challenge dialogue performance.
İleriFast finishers write one more suggestion exchange.
DERS 16Speaking Task 2: Ideal Classroom Role-Play40 dk
Kazanım
ENG.PREP.2.S3, ENG.PREP.2.S4
Hedef dil
Shall we…?/Imperatives/can/must role-play language
Kelimeler
teammate, cooperate
Materyal
Site: Speaking tab, task 2, Situation cards
Hazırlık
Prepare 3 situation cards per group.
Ölçme
Watch and give feedback on 2 performances.

Akış

  1. 10 Review useful language for the role-play as a class (Shall we…?, You must…, Let's take turns). (Whole class)
  2. 20 Groups of 3-4 act out a short scene with classroom roles, swapping roles once. (Groups)
  3. 10 2-3 groups perform their favourite scene for the class. (Whole class)
DestekGive full scripted lines to weaker groups as a model.
HedefOne short scene with 3-4 roles per group.
İleriFast groups invent and perform one extra instruction or suggestion.
DERS 17Reading 2: Planning Our Ideal Classroom (Before/While)40 dk
Kazanım
ENG.PREP.2.R1, ENG.PREP.2.R2
Hedef dil
roles, responsibilities and routines vocabulary
Kelimeler
timetable, cooperate
Materyal
Site: Reading tab, text 2
Hazırlık
Prepare the before-reading prediction questions.
Ölçme
Class check of while-reading answers.
Ödev
Finish questions 5-6 for homework if not completed.

Akış

  1. 8 Before reading: what makes a classroom a good place to study? What roles might students have? (Whole class)
  2. 20 Silent reading of the 5 paragraphs. (Individual)
  3. 12 While-reading questions 1-4, then pair-check. (Individual → pairs)
DestekPre-teach 'materials manager' and 'timekeeper' before reading.
Hedef5-paragraph text + 4 questions.
İleriFast finishers underline all must/mustn't sentences in the text.
DERS 18Reading 2: After Reading + Vocabulary Review40 dk
Kazanım
ENG.PREP.2.R4, ENG.PREP.2.V1
Hedef dil
roles & responsibilities, routines vocabulary
Kelimeler
worksheet, revise
Materyal
Site: Reading after-tasks + vocabulary games
Hazırlık
No special preparation.
Ölçme
Word Race scores + oral quiz results.

Akış

  1. 10 Review answers to questions 5-6. (Whole class)
  2. 10 After-reading: list two roles you would like to have in your own ideal classroom. (Individual → pairs)
  3. 15 Play Word Race (60-second vocabulary game) as a class competition, mixing all 19 words. (Whole class, teams)
  4. 5 Wrap-up: quick vocabulary quiz (5 questions, oral). (Whole class)
DestekAllow students to check the word list for 30 seconds before Word Race.
HedefPair list + Word Race + oral quiz.
İleriFast finishers design one extra classroom role idea.
DERS 19Listening 2: Planning Roles for the Ideal Classroom40 dk
Kazanım
ENG.PREP.2.L1, ENG.PREP.2.L2
Hedef dil
planning language: shall, can, must
Materyal
Site: Listening tab, audio/transcript 2
Hazırlık
Prepare the pre-listening prediction question about project roles.
Ölçme
Review answers together, focusing on the judge question.

Akış

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

Akış

  1. 10 Post-listening discussion: which role would you choose for your ideal classroom? Why? (Whole class)
  2. 20 Groups of 4-5 start planning their own 'My Ideal Classroom' scene: choose roles, setting, and routine. (Groups)
  3. 10 Each group shares their plan idea in one sentence. (Whole class)
DestekGive a list of possible roles/settings to choose from.
HedefGroup planning grid + 1-sentence share.
İleriFast groups start drafting their first line of dialogue.
DERS 21Writing 1: My Ideal Classroom Rules — Planning40 dk
Kazanım
ENG.PREP.2.W1, ENG.PREP.2.W2
Hedef dil
rules-list planning language
Materyal
Site: Writing tab, task 1
Hazırlık
Prepare a sample rules-list outline on the board.
Ölçme
Check plans for a mix of must/mustn't and There is/are.

Akış

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

Akış

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

Akış

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

Akış

  1. 10 Present the performance assignment: write and design 'My Ideal Classroom with Ideal Activities', describing ideal roles, relationships, routines and activities, then perform it in class. (Whole class)
  2. 10 Show the rubric and success criteria together. (Whole class)
  3. 15 Groups of 4-5 choose their scene idea, roles and classroom setting (e.g. monitor, timekeeper, teacher, teammate). (Groups)
  4. 5 Groups note their plan on the planning sheet. (Groups)
DestekGive a bank of ready-made role/setting ideas for groups that need it.
HedefGroup scene plan.
İleriFast groups begin listing lines they will need (target vocabulary/grammar).
DERS 25Performance Assignment: Writing the Script40 dk
Kazanım
ENG.PREP.2.W3, ENG.PREP.2.W7
Hedef dil
dialogue writing
Materyal
Site: Writing tab, task 2 (project script)
Hazırlık
Have group plans from Lesson 24 ready.
Ölçme
Circulate and check each script for grammar accuracy and clarity.
Ödev
Learn your lines for next lesson's rehearsal.

Akış

  1. 30 Groups write their 6-8 line script using the Writing task 2 guide, including at least two grammar points from this theme. (Groups)
  2. 10 Groups read their script aloud once to check it flows and takes about 30 seconds. (Groups)
DestekGive sentence starters (Shall we…?, You must…, Don't …) on a reference card.
HedefFull group script.
İleriFast groups add stage directions (who moves, where).
DERS 26Performance Assignment: Rehearsal & Pronunciation40 dk
Kazanım
ENG.PREP.2.P1, ENG.PREP.2.S5
Hedef dil
intonation for suggestions and instructions
Materyal
Group scripts
Hazırlık
Prepare 2-3 intonation examples (a suggestion vs. a firm instruction) to model.
Ölçme
Listen to 2-3 groups rehearse and note pronunciation points.
Ödev
Practise your lines at home.

Akış

  1. 8 Model the difference in intonation between a suggestion ('Shall we…?') and a firm instruction ('Don't…'). (Whole class)
  2. 22 Groups rehearse their script twice, focusing on clear pronunciation and expression. (Groups)
  3. 10 Groups do a quick run-through for one other group and give feedback. (Groups)
DestekProvide a simplified script with stress marks for lower-level groups.
HedefTwo full rehearsals + peer feedback.
İleriFast groups add simple props or actions.
DERS 27Grammar Consolidation: Mixed Practice40 dk
Kazanım
ENG.PREP.2.G1
Hedef dil
There is/are, Imperatives, can/must, Shall
Materyal
Mixed practice worksheet (from all 4 grammar points)
Hazırlık
Prepare a mixed worksheet combining items from all 4 grammar points' practice sets.
Ölçme
Review the mixed worksheet as a diagnostic for the Review/Test.

Akış

  1. 20 Individual mixed practice covering all 4 grammar points. (Individual)
  2. 10 Pair-check and discuss any disagreements. (Pairs)
  3. 10 Whole-class check with quick explanations for tricky items. (Whole class)
DestekAllow the rule boxes (bi) to be used as reference during practice.
HedefFull mixed grammar worksheet.
İleriFast finishers try 2 Challenge items from any grammar point.
DERS 28Vocabulary Games + Review Quiz Prep40 dk
Kazanım
ENG.PREP.2.V1
Hedef dil
all 19 target words
Materyal
Site: all 4 vocabulary games
Hazırlık
No special preparation.
Ölçme
Note common tricky words for the next lesson's review.
Ödev
Review the Grammar rule boxes for the Review quiz.

Akış

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

Akış

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

Akış

  1. 15 Complete the remaining Review items (Reading/Listening) individually. (Individual)
  2. 20 Final full rehearsal of the project scripts in groups, including any props. (Groups)
  3. 5 Groups confirm running order for the performance lesson. (Whole class)
DestekGive a simple running-order card to each group.
HedefReview completion + final rehearsal.
İleriFast groups do a full timed run-through.
DERS 31Performance: My Ideal Classroom Project40 dk
Kazanım
ENG.PREP.2.S3, ENG.PREP.2.S6
Hedef dil
performance language, audience etiquette
Materyal
Group scripts, Rubric
Hazırlık
Arrange the room for a small 'stage' area; have the rubric ready for scoring.
Ölçme
Score each group using the Speaking/Project rubric.
Ödev
Reflect: what was the most difficult part of preparing the project?

Akış

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

Akış

  1. 35 Students complete the Theme Test (Vocabulary, Grammar, Reading, Functional Language, Writing sections) individually. (Individual)
  2. 5 Collect/submit and remind students their score is saved automatically on the site. (Individual)
DestekAllow extra time or a printed version for students who need it.
HedefFull Theme Test.
İleriFast finishers who finish early can review their answers.
DERS 33Test Feedback + Wrap It Up: Self-Assessment40 dk
Kazanım
ENG.PREP.2.S6, ENG.PREP.2.W7
Hedef dil
reflection language
Materyal
Site: My Progress tab, Class test results summary
Hazırlık
Prepare a short summary of common test mistakes (anonymous).
Ölçme
Review self-assessment checklists for students who need extra support in Theme 3.
Ödev
Choose a homework level (easy/standard/challenge) to complete before Theme 3.

Akış

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

Sekme 5 / 8

Etkinlikler

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

Writing40-60 dkBireysel / ikiliDüşük

My Ideal Classroom Poster

Students design a poster describing their ideal classroom using There is/are and must/mustn't, then present it to the class.

Speaking10-15 dkSınıf içi dolaşmaYok

Find Someone Who (Classroom Roles)

Students mingle and ask Do you have to…?/Can you…? questions to find classmates matching 6 statements about classroom roles and rules.

Grammar10 dkTakımYok

Instruction Relay

In teams, students give and follow a chain of imperative instructions as fast and accurately as possible.

Speaking15-20 dkKüçük grupYok

Ideal Classroom Role-Play

Groups role-play a scene from their ideal classroom, using imperatives, can/must, and Shall for suggestions.

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

My Ideal Classroom Project (Performance Assignment)

Groups design, write and perform a scene about their ideal classroom roles, relationships and routines; assessed with a rubric.

Vocabulary5-8 dkTakımDijital (site oyunu)

Word Race: Classroom Life Vocabulary

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

Grammar10 dkSınıfYok

Rule Sort: Can / Must / Mustn't

Teacher reads classroom rules aloud; students hold up CAN / MUST / MUSTN'T cards to sort them by meaning.

Sonraki sekmeÖlçme →

Sekme 6 / 8

Ölçme

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

My Ideal Classroom Project (Performance Assignment)
Ölçüt4 · Çok iyi3 · İyi2 · Gelişmeli1 · Başlangıç
İçerik (Content)Senaryo ideal sınıf temasını, rol/sorumluluk/rutinleri açıkça yansıtıyorTema büyük ölçüde yansıyorTema kısmen yansıyorTema neredeyse yok
Dil (Grammar & Vocabulary)Hedef gramer (There is/are, Imperatives, can/must, Shall) ve kelimeler doğru ve çeşitli kullanılmışÇoğunlukla doğru kullanılmışBazı hatalar var, anlam bozulmuyorÇok sayıda hata, anlam güçlükle anlaşılıyor
Telaffuz & Akıcılık (Delivery)Net, anlaşılır, doğru vurgu ve tonlamaGenelde anlaşılırZaman zaman anlaşılması güçAnlaşılması zor
İş birliği (Teamwork)Tüm grup üyeleri eşit katkı sağlamışÇoğu üye katkı sağlamışKatkı dengesizÇok az üye katkı sağlamış
My Ideal Classroom Rules (Writing)
Ölçüt3 · İyi2 · Orta1 · Gelişmeli
Görev tamamlama4-5 kural, must/mustn't ve There is/are dengeli kullanılmış3-4 kural, gramer karışık kullanılmış2 veya daha az kural
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 2: Classroom LifeStudent's Book Vol. 1, s. 41–56 · Workbook Vol. 1, s. 17–24Tema sayfası
Outcome24 öğrenme çıktısı (L, P, R, V, G, W, S)Close-up (s. 41) · Wrap It Up öz değerlendirme (s. 56)Genel bakış
VocabularyTarget vocabulary2C Vocabulary Hub (s. 46–48)Vocabulary + oyunlar
GrammarShall (suggestion); There is / there are; Can / can't, must / mustn't; Imperatives2D Language in Action (s. 49–51): simple present tense; imperatives; can/can’t; shall; there is/there areGrammar
ReadingR1–R42E Reading Corner (s. 52) · CLIL & Culture (s. 54)Özgün okuma
ListeningL1–L4Dijital hikâye (s. 42–43) · 2A Watch and Notice (s. 44) · 2B Tune Your Language, telaffuz (s. 45)Özgün dinleme
SpeakingS1–S6C ve D bölümlerindeki oyunlar · Wrap It Up projesi (s. 56)Speaking task
WritingW1–W72F Write It Right (s. 53)Writing task
AssessmentPerformans görevi (rubrik)Consolidation (s. 55) · Wrap It Up (s. 56) · Workbook s. 17–24Theme test
Sonraki sekmeİndir →

Sekme 8 / 8

İndir

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