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ÖĞRETMEN · THEME 5Lise HazırlıkA233 ders saati

Life in the Neighbourhood and City

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 5: Life in the Neighbourhood and City
Ders saati
33 (resmî)
Alt temalar
  • Attractions and recreational places
  • Services in the neighbourhood and city
  • Transportation in the neighbourhood and city
Hedef dil yapıları
  • Simple Past (was/were; regular and irregular verbs)
  • Comparative adjectives
  • Conjunction: when
  • Question tags (Simple Past)
  • Gerunds and infinitives
  • Prepositions of place and time; prepositional phrases
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.5.L1
    Listening/Watching

    Students can prepare and get ready for listening (to)/watching about the current content on ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’.

    I can… I can get ready to listen about places and services in my neighbourhood and city.

  • ENG.PREP.5.L2
    Listening/Watching

    Students can bring together the information in the current content on ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’.

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

  • ENG.PREP.5.L3
    Listening/Watching

    Students can make sense of and derive meaning from the current content on ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’.

    I can… I can understand the main ideas when I listen about attractions, services, and transport.

  • ENG.PREP.5.L4
    Listening/Watching

    Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’ in relation to themselves or others, both individually and/or with others.

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

  • ENG.PREP.5.P1
    Pronunciation

    Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’ to develop holistic and conscious pronunciation skills after recognising them in context.

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

  • ENG.PREP.5.R1
    Reading

    Students can prepare for reading the content on ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’ efficiently and effectively.

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

  • ENG.PREP.5.R2
    Reading

    Students can bring information together about the current content on ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’ through skimming, scanning and detailed reading.

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

  • ENG.PREP.5.R3
    Reading

    Students can make sense of and derive meaning from the current content on ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’.

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

  • ENG.PREP.5.R4
    Reading

    Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’ in relation to themselves or others, both individually and/or with others.

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

  • ENG.PREP.5.V1
    Vocabulary

    Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’ after recognising them in context and developing their conscious and inductive vocabulary learning skills.

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

  • ENG.PREP.5.G1
    Grammaring

    Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

    I can… I can use the Simple Past, comparative adjectives, when, question tags, gerunds/infinitives and prepositions of place and time correctly.

  • ENG.PREP.5.W1
    Writing

    Students can prepare for writing efficiently and accurately based on the current content about ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’.

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

  • ENG.PREP.5.W2
    Writing

    Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’.

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

  • ENG.PREP.5.W3
    Writing

    Students can construct new written content on ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’ based on their understanding of the model(s) provided.

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

  • ENG.PREP.5.W4
    Writing

    Students can practise producing written content based on the current theme ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’.

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

  • ENG.PREP.5.W5
    Writing

    Students can engage in the process of writing related to the content on ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’.

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

  • ENG.PREP.5.W6
    Writing

    Students can reconstruct their writing about the current theme on ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’ to communicate effectively about it.

    I can… I can check and improve my writing.

  • ENG.PREP.5.W7
    Writing

    Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’ in relation to themselves or others, both individually and/or with others.

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

  • ENG.PREP.5.S1
    Speaking

    Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’.

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

  • ENG.PREP.5.S2
    Speaking

    Students can analyse and understand the model content related to ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’ to support the production of spoken language.

    I can… I can understand a model dialogue about places and services.

  • ENG.PREP.5.S3
    Speaking

    Students can produce meaningful and accurate spoken content related to the current theme on ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’.

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

  • ENG.PREP.5.S4
    Speaking

    Students can construct meaningful spoken content about ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’ through efficient and meaningful practice.

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

  • ENG.PREP.5.S5
    Speaking

    Students can reconstruct the information about ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’ when communicating with others.

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

  • ENG.PREP.5.S6
    Speaking

    Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ‘‘life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city’’ in relation to themselves or others, both individually and/or with others.

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

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
1314-18 Aralık20—
1421-25 Aralık20 (haftayı paylaşır)—

Performance assignment (resmî plan)

Students will create a comprehensive project about the attractions, recreational places, services, and transport in their neighbourhood and city. The project will include identifying key attractions such as parks, historical sites, museums, or shopping areas, and describing how these places contribute to the lifestyle of the community. Additionally, students will explore the essential services in their area, such as schools, hospitals, libraries, and community centres, and explain their significance in meeting the needs of residents. Transportation will also be a focus, with students checking the available options, including public transport, walking and cycling routes, and road networks, and discussing simply and talking about them. Students will design a visual presentation to accompany their project, such as a map or infographic, highlighting the locations of attractions, services, and transportation routes. They are encouraged to add photos, drawings, or symbols to make their work more engaging. Alongside the visual component, students will simply write a reflection on how these aspects contribute to making their neighbourhood and city liveable, discussing any challenges they observe, such as traffic or limited services, and proposing solutions for improvement. Finally, students will present their projects to the class, using their visuals to support a clear and engaging explanation. The assignment will be evaluated by using rubrics and a marking scheme.

Tüm yıl için: 2026–2027 yıllık plan sayfası

Sonraki sekmeDers planları →

Sekme 4 / 8

Ders planları

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

DERS 1Welcome to Theme 5: Life in the Neighbourhood and City40 dk
Kazanım
ENG.PREP.5.L1
Hedef dil
attraction, service, transport, neighbourhood
Kelimeler
attraction, traffic
Materyal
Theme 5 poster/slide, 3 sub-theme photos (park, hospital, bus stop)
Hazırlık
Print or project the 3 sub-theme pictures (attractions, services, transport).
Ölçme
Teacher monitors pair talk for correct use of 'attraction'.
Ödev
Look at the Vocabulary tab on the site and read the first 6 words.

Akış

  1. 5 Warm-up: show 3 photos (a park, a hospital, a bus stop). Ask 'What do you see?' (Whole class)
  2. 10 Present the theme roadmap: attractions & recreational places, services, transport. (Whole class)
  3. 15 Pre-teach attraction, service, transport with pictures and example sentences; students repeat and note. (Whole class → pairs)
  4. 10 Pair talk: 'One attraction near my house is...' — students share with a partner. (Pairs)
DestekGive sentence starters on the board.
Hedef3 target words, roadmap, pair talk.
İleriFast finishers add one more place to their pair talk.
DERS 2Vocabulary A: Attractions and Recreational Places40 dk
Kazanım
ENG.PREP.5.V1
Hedef dil
attraction, park, museum, historical site, shopping mall, playground
Kelimeler
attraction, park, museum, historical site, shopping mall, playground
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: Simple Past for Past Visits40 dk
Kazanım
ENG.PREP.5.G1
Hedef dil
Simple Past (affirmative, negative, question)
Kelimeler
attraction, museum
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 which verbs are regular and which are irregular. (Whole class)
  2. 12 Discover A (Complete the rule) as a class, using mini-whiteboards or the site quiz. (Whole class)
  3. 15 Discover B (Build): students write 4-5 sentences from cues in pairs, then check with the model. (Pairs)
  4. 5 Quick oral drill: teacher gives a subject + verb, students form a past sentence fast. (Whole class)
DestekGive the rule box printed for reference.
HedefNotice + Discover A + Discover B.
İleriFast finishers do the 'Your Turn' writing task.
DERS 4Simple Past Practice + Vocabulary B: Services40 dk
Kazanım
ENG.PREP.5.G1, ENG.PREP.5.V1
Hedef dil
Simple Past; hospital, library, community centre, post office, fire station, pharmacy
Kelimeler
hospital, library, community centre, post office, fire station, pharmacy
Materyal
Site: Practice quiz, Vocabulary cards B
Hazırlık
Prepare role/place cards for the 6 service words.
Ölçme
Collect and spot-check 2 sentences per pair.
Ödev
Review the Mistakes box for the Simple Past on the site.

Akış

  1. 10 Do Practice A-C (Grammar tab) individually, then pair-check answers. (Individual → pairs)
  2. 10 Present vocabulary B (services) with picture cards; students match service to picture. (Whole class)
  3. 12 'What happened there?' — students write one Simple Past sentence per service (e.g. 'We visited the library.'). (Pairs)
  4. 8 Share 2-3 sentences with the class; teacher gives quick feedback. (Whole class)
DestekProvide a verb bank (visited, went to, borrowed, posted).
Hedef6 service words + 6 Simple Past sentences.
İleriFast finishers add a seventh service of their own.
DERS 5Reading 1: A Great Day in the City Centre (Before/While)40 dk
Kazanım
ENG.PREP.5.R1, ENG.PREP.5.R2
Hedef dil
city visit vocabulary, comparative adjectives (recognition)
Kelimeler
park, museum, shopping mall
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 which attractions the writer visited. (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. 'guide').
Hedef5-paragraph text + 4 comprehension questions.
İleriFast finishers underline all Simple Past verbs in the text.
DERS 6Reading 1: After Reading + Speaking Follow-Up40 dk
Kazanım
ENG.PREP.5.R4, ENG.PREP.5.S3
Hedef dil
compare and contrast language
Kelimeler
attraction, playground
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 an attraction they would like to visit. (Individual)
  3. 15 Pair speaking: compare Aslı's city with your own city — find 1 similarity, 1 difference. (Pairs)
DestekGive a comparison frame: 'In my city, ... but in Aslı's city, ...'.
Hedef2 written sentences + pair comparison talk.
İleriFast finishers write a third difference.
DERS 7Grammar: Comparative Adjectives40 dk
Kazanım
ENG.PREP.5.G1
Hedef dil
comparative adjectives
Kelimeler
museum, shopping mall
Materyal
Site: Grammar tab, grammar point 2
Hazırlık
Prepare 4 notice sentences comparing two places.
Ölçme
Observe the sort game for common errors.
Ödev
Write 2 comparisons for Practice C at home.

Akış

  1. 8 Notice: 4 sentences on the board; ask which adjectives add -er and which use 'more'. (Whole class)
  2. 12 Discover A (Complete the rule) as a class. (Whole class)
  3. 15 Discover B (Build): pairs compare two places from cues, mixing -er and more. (Pairs)
  4. 5 Quick sort game: teacher reads an adjective, students say -er or more + example. (Whole class)
DestekProvide a colour-coded poster (short adjectives = -er, long adjectives = more).
HedefNotice + Discover A + Discover B + sort game.
İleriFast finishers add one classroom comparison not on the list.
DERS 8Comparative Adjectives — Practice + Challenge40 dk
Kazanım
ENG.PREP.5.G1
Hedef dil
comparative adjectives
Materyal
Site: Practice A-C quiz + Challenge dialogue
Hazırlık
Prepare 2-3 'Mistakes' sentences from the site to correct as a class.
Ölçme
Circulate during the Challenge dialogue; 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 Complete the Challenge dialogue in pairs, then read it aloud comparing two places in the city. (Pairs)
DestekSentence frames on cards for lower-level students.
HedefPractice A-C + Mistakes Clinic + Challenge dialogue.
İleriFast finishers write one more comparison about their own neighbourhood.
DERS 9Vocabulary C: Transportation40 dk
Kazanım
ENG.PREP.5.V1
Hedef dil
bus stop, underground, traffic, pedestrian crossing, fare, get on / get off
Kelimeler
bus stop, underground, traffic, pedestrian crossing, fare, get on / get off
Materyal
Site: Vocabulary tab, cards C, Choose the Meaning game
Hazırlık
Prepare images of a bus stop, an underground station, and a pedestrian crossing.
Ölçme
Team scores from Choose the Meaning.
Ödev
Learn all 18 words for next lesson's listening task.

Akış

  1. 10 Present the 6 new words with images and example sentences; students repeat. (Whole class)
  2. 10 Students study all 18 vocabulary cards on the site and use 'hide meanings' to self-test. (Individual)
  3. 15 Play Choose the Meaning as a class competition (teams). (Whole class, teams)
  4. 5 Wrap-up: students name one way they travel around their own neighbourhood. (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 'fare'.
DERS 10Listening 1: Finding the Museum40 dk
Kazanım
ENG.PREP.5.L1, ENG.PREP.5.L2
Hedef dil
directions with prepositions of place
Kelimeler
museum, bus stop
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 which prepositions of place might be used for directions. (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 11Listening 1 Follow-Up + Speaking Task 140 dk
Kazanım
ENG.PREP.5.L4, ENG.PREP.5.S3
Hedef dil
Did you ever...? Simple Past questions
Materyal
Site: Speaking tab, task 1 worksheet
Hazırlık
Print or prepare the 'Find Someone Who' grid (6 sentences).
Ölçme
Circulate and note question accuracy during mingling.

Akış

  1. 8 Post-listening discussion: 'Have you ever asked for directions in a new place? What happened?' (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 12Grammar: Conjunction 'when'40 dk
Kazanım
ENG.PREP.5.G1
Hedef dil
when (linking two past events)
Kelimeler
park, community centre
Materyal
Site: Grammar tab, grammar point 3
Hazırlık
Prepare 4 notice sentences that link two past events with 'when'.
Ölçme
Check the Practice A-B answers for correct comma use.
Ödev
Write 2 sentences with 'when' about a real event.

Akış

  1. 8 Notice: read the 4 sentences; ask what 'when' connects and where it can go in the sentence. (Whole class)
  2. 10 Discover A (Complete the rule) in pairs, then check as a class. (Pairs → whole class)
  3. 15 Discover B (Build): pairs join two ideas with 'when' from cues. (Pairs)
  4. 7 Do Practice A-B individually, then pair-check. (Individual → pairs)
DestekGive the rule box printed with 2 extra examples.
HedefNotice + Discover A + Discover B + Practice A-B.
İleriFast finishers do the 'Your Turn' writing task.
DERS 13Grammar: Question Tags (Simple Past)40 dk
Kazanım
ENG.PREP.5.G1
Hedef dil
question tags in the Simple Past
Kelimeler
hospital, pharmacy
Materyal
Site: Grammar tab, grammar point 4
Hazırlık
Prepare 4 notice sentences with positive and negative question tags.
Ölçme
Check the Practice A-B answers, focusing on positive/negative logic.

Akış

  1. 8 Notice: read the 4 sentences; ask how the tag changes when the main sentence is positive/negative. (Whole class)
  2. 10 Discover A (Complete the rule) as a class. (Whole class)
  3. 15 Discover B (Build): pairs add the correct tag to 4 sentences from cues. (Pairs)
  4. 7 Do Practice A-B individually, then pair-check with reasons. (Individual → pairs)
DestekGive a simple flowchart: positive main clause → negative tag, and vice versa.
HedefNotice + Discover A + Discover B + Practice A-B.
İleriFast finishers try the Challenge dialogue on the site.
DERS 14Reading 2: A Morning of Errands (Before/While)40 dk
Kazanım
ENG.PREP.5.R1, ENG.PREP.5.R2
Hedef dil
services vocabulary
Kelimeler
post office, pharmacy, library
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: which services do people need most? What errands might Mr Kaya 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 'errand' and 'volunteer' before reading.
Hedef5-paragraph text + 4 questions.
İleriFast finishers underline all service vocabulary in the text.
DERS 15Reading 2: After Reading + Vocabulary Review40 dk
Kazanım
ENG.PREP.5.R4, ENG.PREP.5.V1
Hedef dil
services vocabulary review
Kelimeler
community centre, fire station
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 the services your own neighbourhood has. (Individual → pairs)
  3. 15 Play Word Race (60-second vocabulary game) as a class competition, mixing all 18 words. (Whole class, teams)
  4. 5 Wrap-up: quick vocabulary quiz (5 questions, oral). (Whole class)
DestekAllow students to check the word list for 30 seconds before Word Race.
HedefPair list + Word Race + oral quiz.
İleriFast finishers design one extra local service idea for their neighbourhood.
DERS 16Grammar: Gerunds and Infinitives40 dk
Kazanım
ENG.PREP.5.G1
Hedef dil
gerunds and infinitives (enjoy, love, want, decide)
Kelimeler
shopping mall
Materyal
Site: Grammar tab, grammar point 5
Hazırlık
Prepare 4 notice sentences contrasting -ing and to + verb.
Ölçme
Listen for correct verb patterns during the drill.
Ödev
Do Practice A-B (Grammar tab) on the site.

Akış

  1. 8 Notice: read the 4 sentences; ask which verbs are followed by -ing and which by 'to'. (Whole class)
  2. 12 Discover A (Complete the rule) as a class. (Whole class)
  3. 15 Discover B (Build): pairs complete sentences from cues with the gerund or infinitive. (Pairs)
  4. 5 Quick oral drill: teacher says a verb (enjoy/want/decide...), students add the correct form. (Whole class)
DestekGive a two-column reference list: -ing verbs / to + verb verbs.
HedefNotice + Discover A + Discover B + drill.
İleriFast finishers do the 'Your Turn' writing task.
DERS 17Gerunds and Infinitives — Practice + Mistakes Clinic40 dk
Kazanım
ENG.PREP.5.G1
Hedef dil
gerunds and infinitives
Materyal
Site: Practice A-C quiz
Hazırlık
Prepare 2-3 'Mistakes' sentences from the site to correct as a class.
Ölçme
Collect the 3-sentence mini-review as an exit ticket.

Akış

  1. 15 Do Practice A-C individually, then pair-check. (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 gerunds/infinitives with the Simple Past. (Individual)
DestekGive a checklist of common enjoy/want/decide patterns to tick off.
HedefPractice A-C + 3-sentence mini review.
İleriFast finishers try the Challenge dialogue.
DERS 18Listening 2: Which Way Is Faster?40 dk
Kazanım
ENG.PREP.5.L1, ENG.PREP.5.L2
Hedef dil
comparatives and question tags in context
Kelimeler
underground, fare
Materyal
Site: Listening tab, audio/transcript 2
Hazırlık
Prepare the pre-listening prediction question about transport.
Ölçme
Review answers together, focusing on the judge question.

Akış

  1. 8 Pre-listening: which is usually faster in a city, the bus or the underground? Predict. (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 comparative phrases in the transcript for lower levels.
Hedef5 while-listening questions.
İleriFast finishers summarise the conversation in one sentence.
DERS 19Listening 2 Follow-Up + Performance Task Introduced40 dk
Kazanım
ENG.PREP.5.L4, ENG.PREP.5.S1
Hedef dil
planning language for a class project
Materyal
Site: Listening after-tasks, Performance task brief
Hazırlık
Print the performance task brief and rubric.
Ölçme
Check that every student/group has chosen a project format.
Ödev
Think of one attraction, one service, and one transport tip for your own neighbourhood.

Akış

  1. 10 Post-listening discussion: which transport do you prefer in your city? Why? (Whole class)
  2. 10 Present the performance task: a class project about attractions, services, and transport in your neighbourhood and city. (Whole class)
  3. 15 Show the rubric and success criteria; students note the four sections they must include. (Whole class)
  4. 5 Students choose (individually or in groups) whether they will present a poster, report, or short talk. (Individual/groups)
DestekGive a simple project outline template.
HedefPost-listening talk + performance task introduction.
İleriFast finishers start listing possible attractions for their project.
DERS 20Grammar: Prepositions of Place and Time40 dk
Kazanım
ENG.PREP.5.G1
Hedef dil
prepositions of place and time
Kelimeler
bus stop, traffic
Materyal
Site: Grammar tab, grammar point 6
Hazırlık
Prepare 4 notice sentences with prepositions of place and time.
Ölçme
Listen for correct preposition use during the drill.
Ödev
Do Practice A-B (Grammar tab) on the site.

Akış

  1. 8 Notice: read the 4 sentences; ask which prepositions show WHERE and which show WHEN. (Whole class)
  2. 12 Discover A (Complete the rule) as a class. (Whole class)
  3. 15 Discover B (Build): pairs complete sentences from cues with the correct preposition. (Pairs)
  4. 5 Quick oral drill: teacher shows a simple map, students describe where places are. (Whole class)
DestekGive a preposition poster (at/on/in, between/opposite/next to/near).
HedefNotice + Discover A + Discover B + drill.
İleriFast finishers do the 'Your Turn' writing task.
DERS 21Prepositions — Practice + Mistakes Clinic40 dk
Kazanım
ENG.PREP.5.G1
Hedef dil
prepositions of place and time
Materyal
Site: Practice A-C quiz
Hazırlık
Prepare 2-3 'Mistakes' sentences from the site to correct as a class.
Ölçme
Circulate during the Challenge dialogue; note 3 good examples to share.

Akış

  1. 15 Do Practice A-C individually, then pair-check. (Individual → pairs)
  2. 10 Mistakes Clinic: correct 2 sentences from the Mistakes box as a class. (Whole class)
  3. 15 Complete the Challenge dialogue in pairs, then read it aloud giving directions. (Pairs)
DestekGive sentence frames for describing locations.
HedefPractice A-C + Mistakes Clinic + Challenge dialogue.
İleriFast finishers write one more direction using a new preposition.
DERS 22Speaking Task 2: Asking for Directions40 dk
Kazanım
ENG.PREP.5.S3, ENG.PREP.5.S4
Hedef dil
asking for and giving directions
Kelimeler
bus stop, pedestrian crossing
Materyal
Site: Speaking tab, task 2, Situation cards, Simple neighbourhood map
Hazırlık
Prepare 3 situation cards per pair and a simple map.
Ölçme
Watch and give feedback on 2 performances.

Akış

  1. 10 Review useful language for the role-play as a class (Excuse me, how do I get to...?, Go straight, turn left...). (Whole class)
  2. 20 Pairs act out 3 situations (finding the post office, the hospital, the bus stop), swapping roles. (Pairs)
  3. 10 2-3 pairs perform their favourite situation for the class. (Whole class)
DestekGive full scripted dialogues to weaker pairs as a model.
Hedef3 role-play situations per pair.
İleriFast finishers invent and perform one extra situation.
DERS 23Writing 1: My Neighbourhood Guide — Planning40 dk
Kazanım
ENG.PREP.5.W1, ENG.PREP.5.W2
Hedef dil
guide-writing planning language
Materyal
Site: Writing tab, task 1
Hazırlık
Prepare a sample guide outline on the board.
Ölçme
Check plans for a mix of comparative adjectives and prepositions of place.

Akış

  1. 10 Analyse the writing task and checklist together; look at the plan steps. (Whole class)
  2. 20 Individually plan the guide: choose an attraction, a service, and a transport tip 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 24Writing 1: My Neighbourhood Guide — Drafting + Peer Check40 dk
Kazanım
ENG.PREP.5.W3, ENG.PREP.5.W4, ENG.PREP.5.W5
Hedef dil
comparatives, prepositions of place
Materyal
Site: Writing tab, draft box
Hazırlık
Have plans from Lesson 23 ready.
Ölçme
Circulate and give in-process feedback to 4-5 students.
Ödev
Finish the guide if not complete.

Akış

  1. 20 Students write their full guide draft (60-90 words) in the site's draft box or on paper, using their plan. (Individual)
  2. 10 Swap drafts with a partner; read and complete '2 stars and a wish' feedback. (Pairs)
  3. 10 Revise the draft using partner feedback and the checklist. (Individual)
DestekProvide sentence frames for students who need more support.
HedefFull guide draft + peer feedback + revision.
İleriFast finishers add an illustration idea for their guide.
DERS 25Performance Task: Project Planning40 dk
Kazanım
ENG.PREP.5.S1, ENG.PREP.5.W1
Hedef dil
planning a class project
Materyal
Performance task brief, Group/individual planning sheet
Hazırlık
Have the performance task brief and rubric ready.
Ölçme
Collect group/individual planning sheets.
Ödev
Start noting facts about one attraction near your home.

Akış

  1. 10 Recap the performance task: a project about attractions, services, and transport in your neighbourhood/city. (Whole class)
  2. 15 Groups (or individuals) choose 2 attractions, 2 services, and 1 transport topic to research and describe. (Groups)
  3. 10 Groups note their plan on the planning sheet, including who researches what. (Groups)
  4. 5 Groups share their topic choice in one sentence. (Whole class)
DestekGive a bank of ready-made place ideas for groups that need it.
HedefProject plan with topics and roles.
İleriFast groups begin listing key vocabulary they will need.
DERS 26Performance Task: Writing the Project Content40 dk
Kazanım
ENG.PREP.5.W3, ENG.PREP.5.W7
Hedef dil
project report writing
Materyal
Site: Writing tab, task 2 (project report)
Hazırlık
Have group/individual plans from Lesson 25 ready.
Ölçme
Circulate and check each draft for grammar accuracy and clarity.
Ödev
Bring any photos or drawings for the project.

Akış

  1. 30 Groups/individuals write their project content (80-100 words) using the Writing task 2 guide, including the Simple Past and a comparative adjective. (Groups/individual)
  2. 10 Groups/individuals read their draft aloud once to check it flows and covers all required sections. (Groups/individual)
DestekGive sentence starters (Last month, I visited..., ... is more useful than...) on a reference card.
HedefFull project draft.
İleriFast groups add one extra fact about a service or attraction.
DERS 27Performance Task: Creating Visuals + Rehearsal40 dk
Kazanım
ENG.PREP.5.P1, ENG.PREP.5.S5
Hedef dil
presentation language
Materyal
Group/individual project drafts, Poster materials
Hazırlık
Prepare 2-3 intonation examples (giving directions vs. describing a place) to model.
Ölçme
Listen to 2-3 groups rehearse and note pronunciation points.
Ödev
Practise your presentation at home.

Akış

  1. 8 Model clear pronunciation for place names and directions in the project. (Whole class)
  2. 22 Groups/individuals design their poster or slides and rehearse presenting their project twice. (Groups/individual)
  3. 10 Groups/individuals do a quick run-through for one other group and give feedback. (Groups/individual)
DestekProvide a simplified script with key phrases underlined for lower-level groups.
HedefPoster/slide design + two rehearsals + peer feedback.
İleriFast groups add one more visual (map, photo, or drawing).
DERS 28Performance Task: Presentation Day40 dk
Kazanım
ENG.PREP.5.S3, ENG.PREP.5.S6
Hedef dil
presentation language, audience etiquette
Materyal
Group/individual projects, Rubric
Hazırlık
Arrange the room for presentations; have the rubric ready for scoring.
Ölçme
Score each project using the Performance Task rubric.
Ödev
Reflect: what was the most useful service you learned about from a classmate's project?

Akış

  1. 5 Remind the class of audience etiquette (respectful, quiet, ask one question after each presentation). (Whole class)
  2. 28 Each group/individual presents their neighbourhood and city project (about 2-3 minutes). (Groups/individual, whole class audience)
  3. 7 Quick round of positive feedback: one thing each audience member liked about another project. (Whole class)
DestekAllow nervous students to read from cue cards.
HedefFull project presentations.
İleriFast groups add a short closing recommendation.
DERS 29Grammar Consolidation: Mixed Practice40 dk
Kazanım
ENG.PREP.5.G1
Hedef dil
Simple Past, comparatives, when, question tags, gerunds/infinitives, prepositions
Materyal
Mixed practice worksheet (from all 6 grammar points)
Hazırlık
Prepare a mixed worksheet combining items from all 6 grammar points' practice sets.
Ölçme
Review the mixed worksheet as a diagnostic for the Review/Test.

Akış

  1. 20 Individual mixed practice covering all 6 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 30Vocabulary Games + Review Quiz Prep40 dk
Kazanım
ENG.PREP.5.V1
Hedef dil
all 18 target words
Materyal
Site: all 4 vocabulary games
Hazırlık
No special preparation.
Ölçme
Note common tricky words for the next lesson's review.
Ödev
Review the Grammar rule boxes for the Review quiz.

Akış

  1. 10 Quick individual self-test: 'hide meanings' and self-check on the site. (Individual)
  2. 20 Rotate through Match It, Choose the Meaning, and Missing Word games in small groups (stations). (Groups, stations)
  3. 10 Class discussion: which words/rules are still tricky? Note them for review. (Whole class)
DestekGroup weaker students at the 'Match It' station for longer.
Hedef3-station vocabulary game rotation.
İleriFast finishers try Word Race for a personal best time.
DERS 31Review: Vocabulary, Grammar, Reading & Listening Check40 dk
Kazanım
ENG.PREP.5.V1, ENG.PREP.5.G1, ENG.PREP.5.R4, ENG.PREP.5.L4
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, Grammar, Reading and Listening items) individually on the site. (Individual)
  2. 15 Students who score under 60% revisit the linked section 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 32Theme Test40 dk
Kazanım
ENG.PREP.5.V1, ENG.PREP.5.G1, ENG.PREP.5.R3
Hedef dil
all Theme 5 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.5.S6, ENG.PREP.5.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 6.
Ödev
Choose a homework level (easy/standard/challenge) to complete before Theme 6.

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 5 for you? Why?' (Pairs)
  4. 5 Preview Theme 6: 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 6.
Sonraki sekmeEtkinlikler →

Sekme 5 / 8

Etkinlikler

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

Writing40-60 dkBireyselDüşük

My Neighbourhood Guide

Students write a short guide recommending an attraction, a service, and a way to travel around their own neighbourhood, using comparative adjectives and prepositions of place.

Speaking10-15 dkSınıf içi dolaşmaYok

Find Someone Who Visited These Places

Students mingle and ask Simple Past questions to find classmates who visited specific attractions or used specific services.

Speaking15-20 dkİkiliYok

Excuse Me — Asking for Directions

Pairs role-play three situations asking for and giving directions to services in the neighbourhood, using prepositions of place.

Grammar10 dkSınıfYok

Which Is Better? Comparing Places

Teacher shows pairs of places (park/mall, bus/underground); students make comparative sentences to say which is bigger, faster, or more relaxing.

Speaking + Writing4-5 ders saatiBireysel / grupDüşük

My Neighbourhood and City Project (Performance Task)

Students research, write and present a project about the attractions, services, and transport in their neighbourhood and city, explaining how these help residents; assessed with a rubric.

Vocabulary5-8 dkTakımDijital (site oyunu)

Word Race: Neighbourhood and City Vocabulary

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

Reading + Speaking30-40 dkKüçük grupDüşük

Local Services Poster & Presentation

Small groups research and present a poster about an important service in their neighbourhood, explaining why it matters for residents.

Sonraki sekmeÖlçme →

Sekme 6 / 8

Ölçme

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

My Neighbourhood and City Project (Performance Task)
Ölçüt4 · Çok iyi3 · İyi2 · Gelişmeli1 · Başlangıç
İçerik (Content)Proje; cazibe merkezleri, hizmetler ve ulaşımı açıkça ve dengeli biçimde anlatıyor, sakinler için önemini açıklıyorİçerik büyük ölçüde dengeli ve açıkİçerik kısmen eksik veya dengesizİçerik neredeyse yok veya konu dışı
Dil (Grammar & Vocabulary)Hedef gramer (Simple Past, comparative, when, question tags, gerund/infinitive, prepositions) ve kelimeler doğru ve çeşitli kullanılmışÇoğunlukla doğru kullanılmışBazı hatalar var, anlam bozulmuyorÇok sayıda hata, anlam güçlükle anlaşılıyor
Sunum (Delivery)Net, anlaşılır, görseller içeriği destekliyorGenelde anlaşılır, görseller uygunZaman zaman anlaşılması güçAnlaşılması zor, görsel destek yok
İş birliği (Teamwork)Tüm grup üyeleri eşit katkı sağlamışÇoğu üye katkı sağlamışKatkı dengesizÇok az üye katkı sağlamış
My Neighbourhood Guide (Writing)
Ölçüt3 · İyi2 · Orta1 · Gelişmeli
Görev tamamlamaBir cazibe merkezi, bir hizmet ve bir ulaşım önerisi net biçimde verilmişİki öge verilmiş, biri eksikBir veya hiç öge verilmemiş
Dil bilgisiEn az bir karşılaştırmalı sıfat ve bir yer edatı doğru kullanılmışKarşılaştırmalı sıfat veya edat kullanılmış, küçük hatalar varKarşılaştırmalı sıfat veya edat kullanılmamış
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 5: Life in the Neighbourhood and CityStudent's Book Vol. 1, s. 89–104 · Workbook Vol. 1, s. 41–48Tema sayfası
Outcome24 öğrenme çıktısı (L, P, R, V, G, W, S)Close-up (s. 89) · Wrap It Up öz değerlendirme (s. 104)Genel bakış
VocabularyTarget vocabulary5C Vocabulary Hub (s. 94–96)Vocabulary + oyunlar
GrammarSimple Past (was/were; regular and irregular verbs); Comparative adjectives; Conjunction: when; Question tags (Simple Past); Gerunds and infinitives; Prepositions of place and time; prepositional phrases5D Language in Action (s. 97–99): Simple Past Tense with-to be: was/were; Simple Past Tense with Regular and Irregular Verbs; Wh- questions: Why, WhereGrammar
ReadingR1–R45E Reading Corner (s. 100) · CLIL & Culture (s. 102)Özgün okuma
ListeningL1–L4Dijital hikâye (s. 90–91) · 5A Watch and Notice (s. 92) · 5B Tune Your Language, telaffuz (s. 93)Özgün dinleme
SpeakingS1–S6C ve D bölümlerindeki oyunlar · Wrap It Up projesi (s. 104)Speaking task
WritingW1–W75F Write It Right (s. 101)Writing task
AssessmentPerformans görevi (rubrik)Consolidation (s. 103) · Wrap It Up (s. 104) · Workbook s. 41–48Theme test
Sonraki sekmeİndir →

Sekme 8 / 8

İndir

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

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