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ÖĞRETMEN · THEME 6Lise HazırlıkA233 ders saati

Life in the World

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 6: Life in the World
Ders saati
33 (resmî)
Alt temalar
  • Continents, countries and nationalities
  • Shopping for personal food preference
  • Food and food culture from different parts of the world
Hedef dil yapıları
  • Present Perfect
  • Question tags (Present Perfect)
  • Superlative adjectives
  • Countable / uncountable nouns
  • Quantifiers
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.6.L1
    Listening/Watching

    Students can prepare and get ready for listening (to)/watching about the current content on ‘‘life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’.

    I can… I can get ready to listen about life in the world topics.

  • ENG.PREP.6.L2
    Listening/Watching

    Students can bring together the information in the current content on ‘‘life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’.

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

  • ENG.PREP.6.L3
    Listening/Watching

    Students can make sense of and derive meaning from the current content on ‘‘life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’.

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

  • ENG.PREP.6.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 world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’ 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.6.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 world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’ to develop holistic and conscious pronunciation skills after recognising them in context.

    I can… I can pronounce life in the world words and sentences clearly.

  • ENG.PREP.6.R1
    Reading

    Students can prepare for reading the content on ‘‘life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’ efficiently and effectively.

    I can… I can get ready to read a text about life in the world.

  • ENG.PREP.6.R2
    Reading

    Students can bring information together about the current content on ‘‘life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’ through skimming, scanning and detailed reading.

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

  • ENG.PREP.6.R3
    Reading

    Students can make sense of and derive meaning from the current content on ‘‘life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’.

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

  • ENG.PREP.6.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 world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’ 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.6.V1
    Vocabulary

    Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ‘‘life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’ after recognising them in context and developing their conscious and inductive vocabulary learning skills.

    I can… I can use the target vocabulary about life in the world correctly.

  • ENG.PREP.6.G1
    Grammaring

    Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ‘‘life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

    I can… I can use Present Perfect, question tags, superlative adjectives, countable/uncountable nouns and quantifiers correctly.

  • ENG.PREP.6.W1
    Writing

    Students can prepare for writing efficiently and accurately based on the current content about ‘‘life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’.

    I can… I can prepare and plan before I write about life in the world.

  • ENG.PREP.6.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 world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’.

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

  • ENG.PREP.6.W3
    Writing

    Students can construct new written content on ‘‘life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’ based on their understanding of the model(s) provided.

    I can… I can write new sentences and texts about life in the world.

  • ENG.PREP.6.W4
    Writing

    Students can practise producing written content based on the current theme ‘‘life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’.

    I can… I can practise my writing about life in the world.

  • ENG.PREP.6.W5
    Writing

    Students can engage in the process of writing related to the content on ‘‘life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’.

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

  • ENG.PREP.6.W6
    Writing

    Students can reconstruct their writing about the current theme on ‘‘life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’ to communicate effectively about it.

    I can… I can check and improve my writing.

  • ENG.PREP.6.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 world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’ in relation to themselves or others, both individually and/or with others.

    I can… I can reflect on my writing about life in the world.

  • ENG.PREP.6.S1
    Speaking

    Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ‘‘life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’.

    I can… I can prepare to speak about life in the world.

  • ENG.PREP.6.S2
    Speaking

    Students can analyse and understand the model content related to ‘‘life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’ to support the production of spoken language.

    I can… I can understand a model dialogue about life in the world.

  • ENG.PREP.6.S3
    Speaking

    Students can produce meaningful and accurate spoken content related to the current theme on ‘‘life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’.

    I can… I can speak accurately about life in the world.

  • ENG.PREP.6.S4
    Speaking

    Students can construct meaningful spoken content about ‘‘life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’ through efficient and meaningful practice.

    I can… I can build longer spoken answers about life in the world.

  • ENG.PREP.6.S5
    Speaking

    Students can reconstruct the information about ‘‘life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’ when communicating with others.

    I can… I can use what I know to communicate about life in the world.

  • ENG.PREP.6.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 world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world’’ in relation to themselves or others, both individually and/or with others.

    I can… I can reflect on my speaking about life in the world.

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
1421-25 Aralık20 (haftayı paylaşır)—
164-8 Ocak20—

Performance assignment (resmî plan)

Students will design and write a project about a simple global culinary adventure. In this project, they will pile up a booklet about culinary adventures to explore continents, countries, and food cultures of various regions. They will describe personal food preferences and shopping experiences for specific dietary needs (e.g., vegetarian, gluten-free). Students will create roles based on different countries and act out a shopping experience where they learn about and purchase traditional food from various cultures around the world. The assignment will be evaluated using rubrics.

Tüm yıl için: 2026–2027 yıllık plan sayfası

Sonraki sekmeDers planları →

Sekme 4 / 8

Ders planları

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

DERS 1Welcome to Theme 6: Life in the World40 dk
Kazanım
ENG.PREP.6.L1
Hedef dil
continent, nationality, country, world
Kelimeler
continent, nationality, population
Materyal
Theme 6 poster/slide, World map
Hazırlık
Print or project a world map and 3 sub-theme pictures (continents/flags, a grocery store, street food).
Ölçme
Teacher monitors pair talk for correct use of 'continent' and 'nationality'.
Ödev
Look at the Vocabulary tab on the site and read the first 7 words.

Akış

  1. 5 Warm-up: show 3 photos (world map, a grocery shelf, street food). Ask 'What do you see?' (Whole class)
  2. 10 Present the theme roadmap: continents & nationalities, shopping for food preferences, food culture around the world. (Whole class)
  3. 15 Pre-teach continent, nationality, population with the world map and example sentences; students repeat and note. (Whole class → pairs)
  4. 10 Pair talk: 'One country I would like to visit is…' — students share with a partner. (Pairs)
DestekGive sentence starters on the board.
Hedef3 target words, roadmap, pair talk.
İleriFast finishers add one more country to their pair talk.
DERS 2Vocabulary A: Continents, Countries and Nationalities40 dk
Kazanım
ENG.PREP.6.V1
Hedef dil
continent, nationality, population, border, capital city, official language, flag
Kelimeler
continent, nationality, population, border, capital city, official language, flag
Materyal
Site: Vocabulary tab, Match It game, World map
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: Present Perfect for Life Experiences40 dk
Kazanım
ENG.PREP.6.G1
Hedef dil
Present Perfect (affirmative, negative, question) with ever/never/already/yet
Kelimeler
continent, nationality, continent-hopping
Materyal
Site: Grammar tab, grammar point 1, Board
Hazırlık
Prepare 4 notice sentences on the board or slide.
Ölçme
Check pair sentences from Discover B while circulating.
Ödev
Do Practice A and B (Grammar tab) on the site.

Akış

  1. 8 Notice: show the 4 notice sentences; ask students what they say about time (exact time or 'at some point in life'). (Whole class)
  2. 12 Discover A (Complete the rule) as a class, using mini-whiteboards or the site quiz. (Whole class)
  3. 15 Discover B (Build): students write 3-4 sentences from cues in pairs, then check with the model. (Pairs)
  4. 5 Quick oral drill: teacher gives a subject + verb, students form a Present Perfect sentence fast. (Whole class)
DestekGive the rule (bi) box printed for reference.
HedefNotice + Discover A + Discover B.
İleriFast finishers do the 'Your Turn' writing task.
DERS 4Present Perfect Practice + Vocabulary B: Shopping for Food40 dk
Kazanım
ENG.PREP.6.G1, ENG.PREP.6.V1
Hedef dil
Present Perfect; grocery store, fresh, organic, gluten-free, dairy-free, vegetarian, ingredient
Kelimeler
grocery store, fresh, organic, gluten-free, dairy-free, vegetarian, ingredient
Materyal
Site: Practice quiz, Vocabulary cards B
Hazırlık
Prepare picture cards for the shopping/food-preference words.
Ölçme
Collect and spot-check 2 sentences per pair.
Ödev
Review the Mistakes box for Present Perfect on the site.

Akış

  1. 10 Do Practice A+B (Grammar tab) individually, then pair-check answers. (Individual → pairs)
  2. 10 Present vocabulary B (shopping) with picture cards; students match word to picture. (Whole class)
  3. 12 'What have you tried?' — students write one Present Perfect sentence per new word (e.g. 'I have tried gluten-free bread.'). (Pairs)
  4. 8 Share 2-3 sentences with the class; teacher gives quick feedback. (Whole class)
DestekProvide a verb bank (tried, bought, visited, eaten).
Hedef7 shopping words + 5 Present Perfect sentences.
İleriFast finishers add a sixth food-preference word of their own.
DERS 5Reading 1: Seven Continents, One Small World (Before/While)40 dk
Kazanım
ENG.PREP.6.R1, ENG.PREP.6.R2
Hedef dil
continent, population, border vocabulary
Kelimeler
border, capital city, official language
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: students list as many continents as they can; guess which has the largest population. (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. 'varied').
Hedef5-paragraph text + 4 comprehension questions.
İleriFast finishers underline all Present Perfect verbs in the text.
DERS 6Reading 1: After Reading + Speaking Follow-Up40 dk
Kazanım
ENG.PREP.6.R4, ENG.PREP.6.S3
Hedef dil
naming continents and countries
Kelimeler
flag, nationality
Materyal
Site: Reading tab, after-reading tasks
Hazırlık
No special preparation.
Ölçme
Listen to 3 pairs share their ideas with the class.

Akış

  1. 10 Review answers to questions 5-6 from the reading. (Whole class)
  2. 15 After-reading task: students name a country from as many continents as possible and write 2 sentences. (Individual)
  3. 15 Pair speaking: 'Which continent would you most like to visit, and why?' (Pairs)
DestekGive a frame: 'I would like to visit … because …'.
Hedef2 written sentences + pair speaking task.
İleriFast finishers write a third reason.
DERS 7Grammar: Question Tags with the Present Perfect40 dk
Kazanım
ENG.PREP.6.G1
Hedef dil
question tags (haven't you? / has he? …) with the Present Perfect
Kelimeler
nationality, recipe
Materyal
Site: Grammar tab, grammar point 2
Hazırlık
Prepare 4 notice sentences and a rule poster (positive → negative tag / negative → positive tag).
Ölçme
Observe the tag sort for common errors.
Ödev
Write 2 tag questions for Practice C at home.

Akış

  1. 8 Notice: 4 sentences on the board; ask what happens to the tag when the main sentence is positive/negative. (Whole class)
  2. 12 Discover A (Complete the rule) as a class. (Whole class)
  3. 15 Discover B (Build): pairs add the correct tag to 4-5 sentences about food and travel experiences. (Pairs)
  4. 5 Quick sort game: teacher reads a sentence, students shout out the correct tag. (Whole class)
DestekProvide a colour-coded poster (green = positive sentence → red tag, red = negative sentence → green tag).
HedefNotice + Discover A + Discover B + sort game.
İleriFast finishers add one classmate question with a tag they haven't used yet.
DERS 8Question Tags Practice + Mistakes Clinic40 dk
Kazanım
ENG.PREP.6.G1
Hedef dil
question tags with the Present Perfect
Materyal
Site: Practice A-C quiz
Hazırlık
Prepare 2-3 'Mistakes' sentences from the site to correct as a class.
Ölçme
Circulate during mingling; note 3 good examples to share.

Akış

  1. 15 Do Practice A-C (Grammar tab) individually, then pair-check. (Individual → pairs)
  2. 10 Mistakes Clinic: display 2 wrong sentences from the Mistakes box; students correct them on mini-whiteboards. (Whole class)
  3. 15 'Have You Ever…?' mingling task: students walk around asking 2 classmates a tag question about food/travel experiences. (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: Superlative Adjectives40 dk
Kazanım
ENG.PREP.6.G1
Hedef dil
superlative adjectives (the biggest, the most delicious…)
Kelimeler
population, cuisine
Materyal
Site: Grammar tab, grammar point 3
Hazırlık
Prepare 4 notice sentences comparing continents, countries and dishes.
Ölçme
Check the poll answers for reasoning, not just the word.
Ödev
Read the 'Compare' note on the site (comparative vs. superlative).

Akış

  1. 10 Notice: read the 4 sentences; ask which superlatives add -est and which use 'the most'. (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 write 4-5 superlative sentences about countries, cities and dishes. (Pairs)
  4. 5 Quick poll: teacher reads two options, students vote which is 'the biggest/most…' by raising hands. (Whole class)
DestekGive the rule box printed with 2 extra examples.
HedefNotice + Discover A + Discover B + poll.
İleriFast finishers write one more superlative sentence about their own country.
DERS 10Superlatives Practice + Mistakes Review40 dk
Kazanım
ENG.PREP.6.G1
Hedef dil
superlative adjectives
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 the 3 grammar points so far (Present Perfect, question tags, superlatives). (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: Food Culture Around the World40 dk
Kazanım
ENG.PREP.6.V1
Hedef dil
recipe, cuisine, spicy, traditional dish, street food, flavour
Kelimeler
recipe, cuisine, spicy, traditional dish, street food, flavour
Materyal
Site: Vocabulary tab, cards C, Choose the Meaning game
Hazırlık
Prepare images of street food and traditional dishes from different countries.
Ölçme
Team scores from Choose the Meaning.
Ödev
Learn all 20 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 20 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 traditional dish from their own country. (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 'street food'.
DERS 12Listening 1: Shopping for Food Preferences40 dk
Kazanım
ENG.PREP.6.L1, ENG.PREP.6.L2
Hedef dil
food-preference and quantity language in context
Kelimeler
vegetarian, gluten-free
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 2 food preferences the customer might have. (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 + Speaking Task 1: Guess My Country40 dk
Kazanım
ENG.PREP.6.L4, ENG.PREP.6.S3
Hedef dil
Have you ever…? Is it the biggest/smallest…?
Materyal
Site: Speaking tab, task 1
Hazırlık
Prepare small pieces of paper for students to write a country name on.
Ölçme
Circulate and note question accuracy during the game.

Akış

  1. 8 Post-listening discussion: 'Do you or your family have a food preference? Write one sentence.' (Whole class)
  2. 25 Guess My Country: pairs play the guessing game using Present Perfect and superlative yes/no questions. (Pairs)
  3. 7 Share 2 interesting questions/answers with the class. (Whole class)
DestekProvide question forms in writing before they start.
HedefTwo rounds of Guess My Country per pair.
İleriFast finishers add a superlative fact about their country.
DERS 14Grammar: Countable and Uncountable Nouns40 dk
Kazanım
ENG.PREP.6.G1
Hedef dil
countable vs. uncountable food nouns
Kelimeler
ingredient
Materyal
Site: Grammar tab, grammar point 4
Hazırlık
Prepare 4 notice sentences and real or picture food items (apples, rice, milk, eggs).
Ölçme
Observe the C/U sort for common errors.
Ödev
Do Practice A and B (Grammar tab) on the site.

Akış

  1. 8 Notice: read the 4 sentences; ask which food words can be counted (one, two…) and which can't. (Whole class)
  2. 12 Discover A (Complete the rule) as a class. (Whole class)
  3. 15 Discover B (Build): pairs sort 5 ingredients as countable/uncountable and write a sentence for each. (Pairs)
  4. 5 Quick sort game: teacher names a food, students hold up C (countable) or U (uncountable) cards. (Whole class)
DestekGive a printed list of common food words marked C or U.
HedefNotice + Discover A + Discover B + sort game.
İleriFast finishers add two more ingredients from their favourite recipe.
DERS 15Countable/Uncountable Practice + Challenge Dialogue40 dk
Kazanım
ENG.PREP.6.G1
Hedef dil
countable and uncountable nouns
Materyal
Site: Practice A-C + Challenge dialogue
Hazırlık
No special preparation.
Ölçme
Listen to performed dialogues for correct countable/uncountable use.

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 accuracy. (Whole class)
DestekGive the dialogue with some answers pre-filled.
HedefPractice A-C + Challenge dialogue performance.
İleriFast finishers write one more shopping exchange.
DERS 16Grammar: Quantifiers (Notice, Discover & Practice)40 dk
Kazanım
ENG.PREP.6.G1
Hedef dil
some, any, much, many, a lot of, a little, a few
Kelimeler
ingredient, recipe
Materyal
Site: Grammar tab, grammar point 5, Site: Practice A-C quiz
Hazırlık
Prepare 4 notice sentences and a mixed set of countable/uncountable food words for reference.
Ölçme
Check pair answers from Discover B and Practice while circulating.
Ödev
Do Practice C and the Challenge dialogue (Grammar tab) on the site.

Akış

  1. 8 Notice: 4 sentences on the board; ask which quantifiers go with countable and which with uncountable nouns. (Whole class)
  2. 10 Discover A (Complete the rule) as a class. (Whole class)
  3. 12 Discover B (Build): pairs choose the correct quantifier for 5 shopping situations. (Pairs)
  4. 10 Do Practice A-B individually, then pair-check. (Individual → pairs)
DestekGive a quick-reference table: some/any, much/many, a lot of, a little/a few.
HedefNotice + Discover A + Discover B + Practice A-B.
İleriFast finishers do the 'Your Turn' writing task and try Practice C.
DERS 17Reading 2: A Taste of the World (Before/While)40 dk
Kazanım
ENG.PREP.6.R1, ENG.PREP.6.R2
Hedef dil
street food, cuisine, food-preference vocabulary
Kelimeler
street food, cuisine, traditional dish
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 is street food? What is your favourite traditional dish? (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 'vendor' and 'preference' before reading.
Hedef5-paragraph text + 4 questions.
İleriFast finishers underline all quantifiers in the text.
DERS 18Reading 2: After Reading + Vocabulary Review40 dk
Kazanım
ENG.PREP.6.R4, ENG.PREP.6.V1
Hedef dil
food culture vocabulary review
Kelimeler
flavour, spicy
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 food preferences and one dish that fits each one. (Individual → pairs)
  3. 15 Play Word Race (60-second vocabulary game) as a class competition, mixing all 20 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 'street food' idea from their own country.
DERS 19Listening 2: Planning the Culinary Adventure Project40 dk
Kazanım
ENG.PREP.6.L1, ENG.PREP.6.L2
Hedef dil
planning language: Present Perfect, tags, superlatives
Materyal
Site: Listening tab, audio/transcript 2
Hazırlık
Prepare the pre-listening prediction question about countries to research.
Ölçme
Review answers together, focusing on the judge question.

Akış

  1. 8 Pre-listening: which continents/countries might the students choose? 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 country/continent names in the transcript for lower levels.
Hedef5 while-listening questions.
İleriFast finishers summarise the plan in one sentence.
DERS 20Listening 2 Follow-Up + Project Planning Talk40 dk
Kazanım
ENG.PREP.6.L4, ENG.PREP.6.S4
Hedef dil
planning our own culinary adventure booklet
Materyal
Site: Listening after-tasks
Hazırlık
Prepare a simple planning grid: country, continent, dish.
Ölçme
Collect each group's planning grid.
Ödev
Bring any pictures of flags/dishes for the booklet.

Akış

  1. 10 Post-listening discussion: if you did this project, which three countries would you choose? Why? (Whole class)
  2. 20 Groups of 4 start planning their culinary adventure booklet: choose 3 countries from different continents and one traditional dish each. (Groups)
  3. 10 Each group shares their plan idea in one sentence. (Whole class)
DestekGive a list of possible countries/continents to choose from.
HedefGroup planning grid + 1-sentence share.
İleriFast groups start listing ingredients for their first dish.
DERS 21Speaking Task 2: Shopping for Traditional Food Role-Play40 dk
Kazanım
ENG.PREP.6.S3, ENG.PREP.6.S4
Hedef dil
shopping role-play language with food preferences and quantifiers
Kelimeler
grocery store, vegetarian, gluten-free, dairy-free
Materyal
Site: Speaking tab, task 2, Situation cards
Hazırlık
Prepare 3 situation cards per pair (different countries/dishes).
Ölçme
Watch and give feedback on 2 performances.

Akış

  1. 10 Review useful language for the role-play as a class (I'm vegetarian…, We have some…, How much/many…?). (Whole class)
  2. 20 Pairs act out a shopping scene for a traditional dish, swapping Customer/Shop Assistant roles. (Pairs)
  3. 10 2-3 pairs perform their scene for the class. (Whole class)
DestekGive full scripted dialogues to weaker pairs as a model.
HedefOne full shopping scene per pair.
İleriFast finishers invent and perform one extra situation.
DERS 22Writing 1: The World in Superlatives — Planning40 dk
Kazanım
ENG.PREP.6.W1, ENG.PREP.6.W2
Hedef dil
planning a comparison text
Materyal
Site: Writing tab, task 1
Hazırlık
Prepare a sample comparison outline on the board.
Ölçme
Check plans for a mix of superlatives and a Present Perfect sentence.

Akış

  1. 10 Analyse the writing task and checklist together; look at the plan steps. (Whole class)
  2. 20 Individually plan the text: choose 3 countries/continents and note a superlative fact about each. (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 23Writing 1: The World in Superlatives — Drafting40 dk
Kazanım
ENG.PREP.6.W3, ENG.PREP.6.W4
Hedef dil
superlative adjectives, Present Perfect
Materyal
Site: Writing tab, draft box
Hazırlık
Have plans from Lesson 22 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 comparison draft (60-80 words) in the site's draft box or on paper, using their plan. (Individual)
  2. 10 Self-check against the checklist (superlatives, Present Perfect, target words, spelling). (Individual)
DestekProvide sentence frames for students who need more support.
HedefFull comparison draft.
İleriFast finishers add one more superlative fact.
DERS 24Writing 1: Peer Check + Revise40 dk
Kazanım
ENG.PREP.6.W5, ENG.PREP.6.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 texts 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 text using your partner's feedback and the checklist. (Individual)
  3. 10 3-4 volunteers read 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 add a fourth country to compare.
DERS 25Performance Assignment: Culinary Adventure Booklet — Country & Dish Selection40 dk
Kazanım
ENG.PREP.6.S1, ENG.PREP.6.W1
Hedef dil
planning a project booklet
Materyal
Performance assignment brief, Group planning sheet
Hazırlık
Print the performance assignment brief and rubric.
Ölçme
Collect group planning sheets.
Ödev
Research one fact about your group's first country (population, capital city or flag).

Akış

  1. 10 Present the performance assignment: design and write a booklet about a global culinary adventure, exploring continents, countries and food cultures, with food preferences, a shopping role-play and a rubric-assessed presentation. (Whole class)
  2. 10 Show the rubric and success criteria together. (Whole class)
  3. 15 Groups of 4-5 choose their three countries (from different continents), one traditional dish per country, and a food preference for the shopping scene. (Groups)
  4. 5 Groups note their plan on the planning sheet. (Groups)
DestekGive a bank of ready-made country/dish ideas for groups that need it.
HedefGroup booklet plan.
İleriFast groups begin listing ingredients they will need for each dish.
DERS 26Performance Assignment: Writing Booklet Pages (Writing 2)40 dk
Kazanım
ENG.PREP.6.W3, ENG.PREP.6.W7
Hedef dil
descriptive and shopping-trip writing
Materyal
Site: Writing tab, task 2 (booklet page)
Hazırlık
Have group plans from Lesson 25 ready.
Ölçme
Circulate and check each page for grammar accuracy and clarity.
Ödev
Bring any drawings/photos for the booklet.

Akış

  1. 30 Groups write their booklet pages (70-100 words each) using the Writing task 2 guide, including ingredients, quantifiers and at least one Present Perfect sentence. (Groups)
  2. 10 Groups read their pages aloud once to check they flow and fit the word count. (Groups)
DestekGive sentence starters (I need some…, This is the most popular…, I have tried…) on a reference card.
HedefFull set of group booklet pages.
İleriFast groups add a fact box with one superlative sentence per country.
DERS 27Performance Assignment: Shopping Role-Play Rehearsal40 dk
Kazanım
ENG.PREP.6.P1, ENG.PREP.6.S5
Hedef dil
pronunciation of quantifiers and food-preference language
Materyal
Group scripts/plans
Hazırlık
Prepare 2-3 pronunciation examples (a few vs a little, gluten-free) to model.
Ölçme
Listen to 2-3 groups rehearse and note pronunciation points.
Ödev
Practise your booklet page and role-play lines at home.

Akış

  1. 8 Model the difference in pronunciation between similar-sounding quantifiers and food words (a few/a little, dairy-free/gluten-free). (Whole class)
  2. 22 Groups rehearse their shopping role-play for the booklet, 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 role-play script with stress marks for lower-level groups.
HedefTwo full rehearsals + peer feedback.
İleriFast groups add simple props (shopping bag, price labels).
DERS 28Grammar Consolidation: Mixed Practice40 dk
Kazanım
ENG.PREP.6.G1
Hedef dil
Present Perfect, question tags, superlatives, countable/uncountable nouns, quantifiers
Materyal
Mixed practice worksheet (from all 5 grammar points)
Hazırlık
Prepare a mixed worksheet combining items from all 5 grammar points' practice sets.
Ölçme
Review the mixed worksheet as a diagnostic for the Review/Test.

Akış

  1. 20 Individual mixed practice covering all 5 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 29Vocabulary Games + Review Quiz Prep40 dk
Kazanım
ENG.PREP.6.V1
Hedef dil
all 20 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 30Review: Vocabulary, Grammar, Reading & Listening Check40 dk
Kazanım
ENG.PREP.6.V1, ENG.PREP.6.G1, ENG.PREP.6.R4, ENG.PREP.6.L4
Hedef dil
review of theme vocabulary, grammar, reading and listening
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 31Performance: Culinary Adventure Booklet Presentation & Shopping Role-Play40 dk
Kazanım
ENG.PREP.6.S3, ENG.PREP.6.S6
Hedef dil
performance language, audience etiquette
Materyal
Group booklets, Rubric
Hazırlık
Arrange the room for a small 'market stall' area; have the rubric ready for scoring.
Ölçme
Score each group using the Culinary Adventure Booklet rubric.
Ödev
Reflect: what was the most difficult part of preparing the booklet?

Akış

  1. 5 Remind the class of audience etiquette (respectful, quiet, ask one question after each group). (Whole class)
  2. 28 Each group presents their booklet (countries, dishes) and performs their shopping role-play (about 2-3 minutes). (Groups, whole class audience)
  3. 7 Quick round of positive feedback: one thing each audience group liked about another group's booklet. (Whole class)
DestekAllow nervous students to read from their booklet page.
HedefFull group presentation and role-play.
İleriFast groups add a short closing 'fun fact' about one of their countries.
DERS 32Theme Test40 dk
Kazanım
ENG.PREP.6.V1, ENG.PREP.6.G1, ENG.PREP.6.R3
Hedef dil
all Theme 6 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.6.S6, ENG.PREP.6.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 7.
Ödev
Choose a homework level (easy/standard/challenge) to complete before Theme 7.

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 6 for you? Why?' (Pairs)
  4. 5 Preview Theme 7: 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 7.
Sonraki sekmeEtkinlikler →

Sekme 5 / 8

Etkinlikler

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

Speaking10-15 dkİkili / küçük grupYok

Guess My Country

Students ask yes/no questions with Present Perfect and superlative adjectives to guess a partner's secret country.

Speaking15-20 dkİkiliYok

Shopping for Traditional Food Role-Play

Pairs role-play a shopping scene for a traditional dish, practising food preferences, countable/uncountable nouns and quantifiers.

Grammar10 dkSınıfYok

Quantity Sort: Some / Any / Much / Many

Teacher reads shopping sentences aloud; students hold up SOME / ANY / MUCH / MANY cards to sort them by meaning.

Writing + Speaking4-5 ders saatiGrup (4-5 kişi)Düşük

Culinary Adventure Booklet (Performance Assignment)

Groups research, write and present a booklet exploring continents, countries and food cultures, and act out a shopping role-play; assessed with a rubric.

Vocabulary5-8 dkTakımDijital (site oyunu)

Word Race: Life in the World Vocabulary

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

Grammar + Reading30-40 dkKüçük grupDüşük

Superlative World Facts Poster

Small groups research and present a poster of world facts using superlative adjectives (biggest continent, longest river, most popular dish).

Vocabulary + Speaking15 dkTakımYok

Continent-Hopping Quiz

Teams answer quick quiz questions about continents, countries, nationalities and flags to review Vocabulary A.

Sonraki sekmeÖlçme →

Sekme 6 / 8

Ölçme

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

Culinary Adventure Booklet (Performance Assignment)
Ölçüt4 · Çok iyi3 · İyi2 · Gelişmeli1 · Başlangıç
İçerik (Content)Booklet en az 3 kıtadan ülkeleri, geleneksel yemekleri ve alışveriş deneyimini açıkça yansıtıyorİçerik büyük ölçüde yansıyorİçerik kısmen yansıyorİçerik neredeyse yok
Dil (Grammar & Vocabulary)Hedef gramer (Present Perfect, superlative, countable/uncountable, quantifiers) ve kelimeler doğru ve çeşitli kullanılmışÇoğunlukla doğru kullanılmışBazı hatalar var, anlam bozulmuyorÇok sayıda hata, anlam güçlükle anlaşılıyor
Sunum & Rol Yapma (Delivery)Net, anlaşılır, alışveriş rol yapması akıcı ve inandırıcıGenelde anlaşılır ve akıcıZaman zaman anlaşılması güçAnlaşılması zor
İş birliği (Teamwork)Tüm grup üyeleri eşit katkı sağlamışÇoğu üye katkı sağlamışKatkı dengesizÇok az üye katkı sağlamış
The World in Superlatives (Writing)
Ölçüt3 · İyi2 · Orta1 · Gelişmeli
Görev tamamlama3 ülke/kıta karşılaştırılmış, en az 3 superlative ve 1 Present Perfect cümlesi kullanılmış2-3 karşılaştırma, gramer karışık kullanılmış2'den az karşılaştırma
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 6: Life in the WorldStudent's Book Vol. 1, s. 105–120 · Workbook Vol. 1, s. 49–56Tema sayfası
Outcome24 öğrenme çıktısı (L, P, R, V, G, W, S)Close-up (s. 105) · Wrap It Up öz değerlendirme (s. 120)Genel bakış
VocabularyTarget vocabulary6C Vocabulary Hub (s. 110–112)Vocabulary + oyunlar
GrammarPresent Perfect; Question tags (Present Perfect); Superlative adjectives; Countable / uncountable nouns; Quantifiers6D Language in Action (s. 113–115): Present Perfect Tense; Question tags with the Present Perfect Tense; Superlative Adjectives; Countable and Uncountable Nouns; QuantifiersGrammar
ReadingR1–R46E Reading Corner (s. 116) · CLIL & Culture (s. 118)Özgün okuma
ListeningL1–L4Dijital hikâye (s. 106–107) · 6A Watch and Notice (s. 108) · 6B Tune Your Language, telaffuz (s. 109)Özgün dinleme
SpeakingS1–S6C ve D bölümlerindeki oyunlar · Wrap It Up projesi (s. 120)Speaking task
WritingW1–W76F Write It Right (s. 117)Writing task
AssessmentPerformans görevi (rubrik)Consolidation (s. 119) · Wrap It Up (s. 120) · Workbook s. 49–56Theme test
Sonraki sekmeİndir →

Sekme 8 / 8

İndir

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

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