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ÖĞRETMEN · THEME 310. SınıfB1.214 ders saati

Personal Life & Well-Being

Kitap: İngilizce 10. Sınıf (MEB) · 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
Regular Upper Secondary – Year 10 · B1.2
Tema
Theme 3: Personal Life & Well-Being
Ders saati
14 (resmî)
Alt temalar
  • Body parts, human illnesses, and diseases
  • Human nature and human well-being today and in the future
  • Fashion and personal fashion preferences
Hedef dil yapıları
  • Future forms (mixed)
  • Can / could (ability)
  • Comparative adjectives
  • Simple Present / Present Progressive for future
  • Should (advice)
  • Adjectives (-ing / -ed)
  • As…as, same…as, like, alike
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.

L1–L4 ListeningP1 PronunciationR1–R4 ReadingV1 VocabularyG1 GrammarW1–W7 WritingS1–S6 Speaking
  • ENG.10.3.L1
    Listening/Watching

    Students can identify the main idea of short spoken texts about health, well-being, and fashion.

    I can… understand the main idea of short talks about health and style

  • ENG.10.3.L2
    Listening/Watching

    Students can identify specific information such as symptoms, advice, and clothing preferences in spoken texts.

    I can… catch specific details in listening texts about health and fashion

  • ENG.10.3.L3
    Listening/Watching

    Students can follow simple predictions about future lifestyles in a listening text.

    I can… follow predictions about the future in a listening text

  • ENG.10.3.L4
    Listening/Watching

    Students can understand short dialogues at a doctor's office or in a clothes shop.

    I can… understand short dialogues about health or shopping for clothes

  • ENG.10.3.P1
    Pronunciation

    Students can pronounce theme vocabulary related to body parts, illnesses, and clothing clearly and use appropriate sentence stress when giving advice.

    I can… pronounce health and fashion words clearly and stress advice correctly

  • ENG.10.3.R1
    Reading

    Students can identify the main idea and supporting details of a text about healthy habits.

    I can… find the main idea and details in a text about healthy habits

  • ENG.10.3.R2
    Reading

    Students can identify the main idea and supporting details of a text about fashion and personal style.

    I can… find the main idea and details in a text about fashion

  • ENG.10.3.R3
    Reading

    Students can recognise future forms and comparative structures within a reading text.

    I can… recognise future forms and comparisons in a reading text

  • ENG.10.3.R4
    Reading

    Students can infer the writer's opinion or advice from a text about well-being.

    I can… work out the writer's opinion or advice in a text

  • ENG.10.3.V1
    Vocabulary

    Students can use at least 20 words related to body parts, illness, well-being, and fashion accurately in context.

    I can… use body, illness, well-being, and fashion words correctly

  • ENG.10.3.G1
    Grammaring

    Students can use future forms, can/could, comparatives, should, -ing/-ed adjectives, and as...as/like structures accurately.

    I can… use future forms, can/could, comparatives, should, and as...as/like correctly

  • ENG.10.3.W1
    Writing

    Students can write short sentences describing symptoms and giving advice using should.

    I can… write sentences giving health advice with should

  • ENG.10.3.W2
    Writing

    Students can write a short paragraph describing their daily habits and well-being.

    I can… write a paragraph about my daily habits and well-being

  • ENG.10.3.W3
    Writing

    Students can write predictions about future lifestyles using appropriate future forms.

    I can… write predictions about the future using future forms

  • ENG.10.3.W4
    Writing

    Students can write a short comparison of two people, habits, or outfits using comparative adjectives and as...as.

    I can… write a comparison using comparatives and as...as

  • ENG.10.3.W5
    Writing

    Students can write a short description of their personal fashion preferences.

    I can… write about my personal fashion preferences

  • ENG.10.3.W6
    Writing

    Students can write a short dialogue or note describing an illness and asking for advice.

    I can… write a short note describing an illness and asking for advice

  • ENG.10.3.W7
    Writing

    Students can edit and improve a short piece of writing about health or fashion using a checklist.

    I can… check and improve my writing about health or fashion

  • ENG.10.3.S1
    Speaking

    Students can describe symptoms and ask for/give simple health advice in a role-play.

    I can… describe symptoms and give advice in a role-play

  • ENG.10.3.S2
    Speaking

    Students can talk about their daily habits and well-being with a partner.

    I can… talk about my daily habits and well-being with a partner

  • ENG.10.3.S3
    Speaking

    Students can make and justify predictions about future lifestyles in a discussion.

    I can… make and explain predictions about the future

  • ENG.10.3.S4
    Speaking

    Students can compare people, habits, or outfits using comparative structures in speech.

    I can… compare things using comparatives when speaking

  • ENG.10.3.S5
    Speaking

    Students can describe personal fashion preferences and give simple reasons.

    I can… talk about my fashion preferences and give reasons

  • ENG.10.3.S6
    Speaking

    Students can use can/could to talk about present and past ability in a short exchange.

    I can… talk about ability now and in the past using can/could

Sonraki sekmeHaftalık plan →

Sekme 3 / 8

Haftalık plan

Temanın resmî 2026–2027 yıllık plana göre işlendiği haftalar, tarihler ve belirli günler.

WeekThemeHoursPlan
—Theme 314To be confirmed according to the school's annual plan.

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 1Body Parts and Common Illnesses40 min dk
Kazanım
ENG.10.3.V1, ENG.10.3.L1
Hedef dil
headache, sore throat, cold, fever, stomachache, cough, shoulder, wrist, ankle, chest
Kelimeler
body parts and illness vocabulary
Materyal
Vocabulary cards, Board, Projector
Hazırlık
Prepare vocabulary flashcards for body parts and illnesses.
Ölçme
Teacher monitors pair work and checks vocabulary use.
Ödev
Match five vocabulary words to their Turkish meanings.

Akış

  1. 5 min Warm-up: elicit known body part words from students. (T-S)
  2. 10 min Present new body part and illness vocabulary with flashcards and example sentences. (T-S)
  3. 15 min Pair matching activity: match illness words to symptoms. (Pairs)
  4. 10 min Quick oral drill: students say a body part/illness word and a partner gives an example sentence. (Pairs)
DestekProvide a word bank with Turkish translations.
HedefStudents complete the matching task independently.
İleriStudents add two extra illness words they already know.
DERS 2Talking About Symptoms and Giving Advice40 min dk
Kazanım
ENG.10.3.S1, ENG.10.3.P1
Hedef dil
should/shouldn't for advice
Kelimeler
symptom and advice phrases
Materyal
Role-play cue cards, Board
Hazırlık
Prepare simple illness cue cards for role-play.
Ölçme
Teacher listens to pair dialogues and notes correct should/shouldn't use.
Ödev
Write five sentences using should/shouldn't for health advice.

Akış

  1. 5 min Warm-up: review illness vocabulary from Lesson 1. (T-S)
  2. 10 min Introduce should/shouldn't for advice with example sentences. (T-S)
  3. 15 min Guided practice: students give advice for illness cue cards in pairs. (Pairs)
  4. 10 min Short role-play: patient and doctor dialogue. (Pairs)
DestekProvide sentence starters: 'You should...' / 'You shouldn't...'
HedefStudents create their own short dialogue.
İleriStudents add a follow-up question in their dialogue.
DERS 3Grammar Focus: Can/Could for Ability40 min dk
Kazanım
ENG.10.3.G1, ENG.10.3.S6
Hedef dil
can/could for present and past ability
Kelimeler
ability verbs (swim, run, dance, etc.)
Materyal
Grammar handout, Board
Hazırlık
Prepare a short can/could gap-fill handout.
Ölçme
Teacher checks handout answers and monitors mingle activity.
Ödev
Complete three can/could/should sentences from a word bank.

Akış

  1. 5 min Warm-up: students say one thing they can do well. (T-S)
  2. 10 min Present can/could for present and past ability with example sentences. (T-S)
  3. 15 min Complete and build practice from the grammar section. (Individual/Pairs)
  4. 10 min Speaking mingle: ask classmates 'Could you... when you were younger?' (Whole class)
DestekProvide a list of ability verbs to choose from.
HedefStudents complete all practice items accurately.
İleriStudents write two extra sentences comparing past and present ability.
DERS 4Well-Being: Daily Habits40 min dk
Kazanım
ENG.10.3.V1, ENG.10.3.S2
Hedef dil
well-being, habit, diet, exercise, rest, stress
Kelimeler
well-being vocabulary
Materyal
Board, Handout
Hazırlık
Prepare a short habits questionnaire.
Ölçme
Teacher monitors questionnaire discussion for accurate vocabulary use.
Ödev
Write a short paragraph about your daily habits and well-being.

Akış

  1. 5 min Warm-up: brainstorm what 'well-being' means. (T-S)
  2. 10 min Present well-being vocabulary with example sentences. (T-S)
  3. 15 min Students complete a short habits questionnaire about themselves. (Individual)
  4. 10 min Pair discussion comparing habits using the questionnaire. (Pairs)
DestekProvide simple example answers for the questionnaire.
HedefStudents complete the questionnaire and discuss it fully.
İleriStudents suggest one way to improve a classmate's habit politely.
DERS 5Reading: Small Habits, Big Difference40 min dk
Kazanım
ENG.10.3.R1, ENG.10.3.R4
Hedef dil
reading for main idea and detail
Kelimeler
recap of well-being vocabulary
Materyal
Reading text r1, Board
Hazırlık
Prepare copies of reading text r1 and comprehension questions.
Ölçme
Teacher checks comprehension question answers.
Ödev
Answer two extra comprehension-style questions about the text topic.

Akış

  1. 5 min Pre-reading: discuss the before-reading prompts. (T-S)
  2. 15 min Silent reading of the text, then check general understanding. (Individual)
  3. 15 min Answer comprehension questions in pairs. (Pairs)
  4. 5 min Whole-class check and after-reading discussion. (Whole class)
DestekPre-teach two difficult words before reading.
HedefStudents answer all comprehension questions.
İleriStudents summarise the text in two sentences of their own.
DERS 6Grammar Focus: Future Forms (Mixed)40 min dk
Kazanım
ENG.10.3.G1, ENG.10.3.W3
Hedef dil
will, be going to, Present Progressive, Simple Present for future
Kelimeler
future time expressions
Materyal
Grammar handout, Board
Hazırlık
Prepare a mixed future-forms gap-fill handout.
Ölçme
Teacher checks handout accuracy.
Ödev
Make three predictions about the future using different future forms.

Akış

  1. 5 min Warm-up: elicit known future forms from students. (T-S)
  2. 15 min Present all four future forms with notice sentences and rule explanation. (T-S)
  3. 15 min Complete and build grammar practice tasks. (Individual/Pairs)
  4. 5 min Quick check: students choose the correct future form for teacher prompts. (Whole class)
DestekProvide a simple chart comparing the four future forms.
HedefStudents complete all practice items.
İleriStudents complete the challenge items.
DERS 7Listening: At the School Health Room40 min dk
Kazanım
ENG.10.3.L1, ENG.10.3.L4
Hedef dil
listening for gist and detail
Kelimeler
recap illness and advice vocabulary
Materyal
Listening script l1, Board
Hazırlık
Prepare to read/perform the listening script l1 aloud or record it.
Ölçme
Teacher checks listening comprehension answers.
Ödev
Write a short note giving health advice to a friend.

Akış

  1. 5 min Pre-listening: discuss the pre-listening prompts. (T-S)
  2. 10 min First listen for gist: what is the problem? (Individual)
  3. 15 min Second listen: answer detailed comprehension questions. (Individual/Pairs)
  4. 10 min Post-listening discussion and role-play practice. (Pairs)
DestekProvide the transcript for weaker students during the second listen.
HedefStudents answer all listening questions independently.
İleriStudents write one extra line of advice for Ali.
DERS 8Writing: Health Advice Note40 min dk
Kazanım
ENG.10.3.W1, ENG.10.3.W7
Hedef dil
should/shouldn't in writing
Kelimeler
recap illness and advice vocabulary
Materyal
Writing task w1, Checklist
Hazırlık
Prepare copies of the writing task and checklist.
Ölçme
Teacher collects notes and checks against the checklist.
Ödev
Finish and improve your health advice note using the checklist.

Akış

  1. 5 min Review should/shouldn't structures from earlier lessons. (T-S)
  2. 10 min Plan the note together as a class using the planning steps. (Whole class)
  3. 15 min Students write their own health advice note. (Individual)
  4. 10 min Peer-check using the writing checklist. (Pairs)
DestekProvide a partially completed model note to adapt.
HedefStudents write a complete note of the target length.
İleriStudents add an extra piece of advice with a reason.
DERS 9Fashion and Personal Style Vocabulary40 min dk
Kazanım
ENG.10.3.V1, ENG.10.3.S5
Hedef dil
fashion, trend, outfit, casual, formal, stylish, accessory
Kelimeler
fashion vocabulary
Materyal
Fashion picture cards, Board
Hazırlık
Prepare picture cards of different outfits and styles.
Ölçme
Teacher monitors pair descriptions for accurate vocabulary use.
Ödev
Write four sentences describing your personal fashion preferences.

Akış

  1. 5 min Warm-up: describe what you are wearing today. (T-S)
  2. 10 min Present fashion vocabulary using picture cards. (T-S)
  3. 15 min Pair activity: describe pictures of outfits using new vocabulary. (Pairs)
  4. 10 min Short speaking task: describe your own personal style to a partner. (Pairs)
DestekProvide an adjective word bank for describing style.
HedefStudents describe at least three outfits accurately.
İleriStudents compare two styles using a comparative adjective.
DERS 10Grammar Focus: Comparatives and As...As/Like/Alike40 min dk
Kazanım
ENG.10.3.G1, ENG.10.3.S4
Hedef dil
comparative adjectives, as...as, same...as, like, alike
Kelimeler
recap fashion vocabulary
Materyal
Grammar handout, Board
Hazırlık
Prepare a comparatives and as...as gap-fill handout.
Ölçme
Teacher checks handout accuracy and oral comparisons.
Ödev
Compare two outfits using comparative adjectives and as...as.

Akış

  1. 5 min Warm-up: compare two classroom objects orally. (T-S)
  2. 15 min Present comparative adjectives, as...as, same...as, like, and alike with notice sentences. (T-S)
  3. 15 min Complete and build grammar practice tasks. (Individual/Pairs)
  4. 5 min Quick oral round: students compare two outfits or habits. (Whole class)
DestekProvide sentence frames for as...as and comparatives.
HedefStudents complete all practice items.
İleriStudents complete the challenge items.
DERS 11-ing / -ed Adjectives for Feelings40 min dk
Kazanım
ENG.10.3.G1, ENG.10.3.S2
Hedef dil
-ing and -ed adjectives
Kelimeler
confident, relaxed, exhausted, and related -ing forms
Materyal
Board, Feelings picture cards
Hazırlık
Prepare short situations that cause different feelings.
Ölçme
Teacher monitors accuracy of -ing/-ed adjective use.
Ödev
Write a paragraph describing a time you felt exhausted or confident.

Akış

  1. 5 min Warm-up: elicit how students feel today and why. (T-S)
  2. 10 min Present -ing/-ed adjective pairs with example sentences. (T-S)
  3. 15 min Gap-fill and sentence-building practice with feelings vocabulary. (Individual/Pairs)
  4. 10 min Speaking task: describe a situation and how it made you feel. (Pairs)
DestekProvide a simple chart pairing -ing and -ed adjectives.
HedefStudents produce at least four correct sentences.
İleriStudents write two sentences about a classmate's likely feelings in a situation.
DERS 12Reading: Fashion — More Than Just Clothes40 min dk
Kazanım
ENG.10.3.R2, ENG.10.3.R3
Hedef dil
reading for detail, recognising grammar in context
Kelimeler
recap fashion vocabulary
Materyal
Reading text r2, Board
Hazırlık
Prepare copies of reading text r2 and comprehension questions.
Ölçme
Teacher checks comprehension answers and identified grammar examples.
Ödev
Research one future fashion trend and write a short paragraph giving your opinion.

Akış

  1. 5 min Pre-reading: discuss the before-reading prompts. (T-S)
  2. 15 min Silent reading followed by a gist check. (Individual)
  3. 15 min Answer comprehension questions and find examples of future/comparative forms in the text. (Pairs)
  4. 5 min After-reading discussion. (Whole class)
DestekHighlight target grammar structures in the text in advance for weaker students.
HedefStudents answer all comprehension questions correctly.
İleriStudents identify an extra example of comparative or future forms in the text.
DERS 13Speaking and Listening Review: Health, Habits, and Style40 min dk
Kazanım
ENG.10.3.S1, ENG.10.3.S3, ENG.10.3.L3
Hedef dil
recap of all theme grammar and vocabulary
Kelimeler
recap of theme vocabulary
Materyal
Listening script l2, Speaking task cards
Hazırlık
Prepare to read/perform listening script l2 and speaking task cards.
Ölçme
Teacher monitors speaking accuracy and fluency across both tasks.
Ödev
Create a short role-play script using at least six target structures.

Akış

  1. 10 min Listening: play/read the 'Life in 2050' dialogue and check comprehension. (Individual/Pairs)
  2. 10 min Pair speaking task: discuss fashion preferences and predictions (speaking task s2). (Groups of 3-4)
  3. 15 min Role-play speaking task s1 recap: doctor and patient dialogue. (Pairs)
  4. 5 min Whole-class sharing of best predictions and dialogues. (Whole class)
DestekProvide useful language lists for both speaking tasks.
HedefStudents complete both speaking tasks with clear target language use.
İleriStudents justify their predictions with an extra reason.
DERS 14Theme Review and Writing: My Lifestyle and Future Predictions40 min dk
Kazanım
ENG.10.3.W2, ENG.10.3.W4, ENG.10.3.G1
Hedef dil
recap of all theme grammar
Kelimeler
recap of all theme vocabulary
Materyal
Review questions, Writing task w2, Checklist
Hazırlık
Prepare review questions and copies of writing task w2.
Ölçme
Teacher collects paragraphs and checks against the checklist and theme outcomes.
Ödev
Review theme vocabulary and grammar for the upcoming assessment.

Akış

  1. 10 min Quick review quiz covering vocabulary and grammar from the theme. (Whole class)
  2. 10 min Plan writing task w2 together, noting habits and predictions. (Individual)
  3. 15 min Students write their comparison/prediction paragraph. (Individual)
  4. 5 min Peer-check using the writing checklist and share one sentence with the class. (Pairs)
DestekProvide sentence starters for both comparison and prediction sentences.
HedefStudents write a complete paragraph of the target length using at least two future forms and one comparative.
İleriStudents add an extra sentence justifying one of their predictions.
Sonraki sekmeEtkinlikler →

Sekme 5 / 8

Etkinlikler

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

Vocabulary10-15 minGroups of 4-5None

Symptom Charades

Practise illness vocabulary by acting out and guessing symptoms.

Grammar10 minWhole classNone

Should/Shouldn't Advice Chain

Practise giving advice with should/shouldn't in a quick chain drill.

Grammar15 minIndividual then whole classNone

Future Predictions Gallery Walk

Practise mixed future forms by writing and reading classmates' predictions.

Grammar10-15 minPairsProjector

Outfit Comparison Race

Practise comparative adjectives and as...as by comparing pictured outfits quickly.

Speaking10 minGroups of 3-4None

Feelings Freeze Frame

Practise -ing/-ed adjectives by miming feelings and describing them.

Speaking10-15 minPairsNone

Doctor's Office Role-Play Cards

Practise symptom and advice language in short improvised dialogues.

Reading15 minPairsNone

Reading Detective

Scan a theme reading text quickly to find specific details.

Listening10-15 minIndividualProjector

Well-Being Listening Bingo

Practise listening for specific vocabulary using a bingo grid.

Writing15 minIndividualNone

Style and Health Postcard

Practise short descriptive writing about personal style or well-being.

Sonraki sekmeÖlçme →

Sekme 6 / 8

Ölçme

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

Speaking Rubric: Role-Play and Discussion
Criteria4 - Excellent3 - Good2 - Developing1 - Beginning
Target language useUses target structures accurately and naturallyUses target structures with minor errorsUses some target structures with several errorsRarely uses target structures
FluencySpeaks smoothly with little hesitationSpeaks with occasional pausesSpeaks with frequent pausesStruggles to produce connected speech
InteractionResponds naturally and asks follow-up questionsResponds appropriately most of the timeResponds but with limited interactionLittle or no interaction
Writing Rubric: Advice Note and Comparison Paragraph
Criteria4 - Excellent3 - Good2 - Developing1 - Beginning
Task completionFully completes the task with the required lengthCompletes the task with minor gapsPartially completes the taskDoes not complete the task
Grammar accuracyUses target grammar with very few errorsUses target grammar with some errorsUses target grammar with frequent errorsRarely uses target grammar correctly
VocabularyUses varied, accurate theme vocabularyUses appropriate theme vocabularyUses limited theme vocabularyUses very little relevant vocabulary
Project Rubric: Future Well-Being and Fashion Poster
Criteria4 - Excellent3 - Good2 - Developing1 - Beginning
ContentClear, original predictions covering health and fashionRelevant predictions with minor gapsBasic predictions with limited detailVery limited or unclear content
Language accuracyVery accurate use of future forms and comparativesMostly accurate with minor errorsSeveral errors affecting clarityFrequent errors that hinder understanding
PresentationWell-organised, neat, and visually clearOrganised and mostly clearSomewhat disorganisedUnclear or messy presentation
Sonraki sekmeKitap eşlemesi →

Sekme 7 / 8

Kitap eşlemesi

Resmî program, ders kitabı ve AbOnlinEnglish kaynaklarının karşılıklı tablosu.

Resmî programKitap (İngilizce 10. Sınıf (MEB))AbOnlinEnglish
ThemeTheme 3: Personal Life & Well-BeingAbOnlinEnglish's Theme 3 materials cover the same personal life, health, and fashion scope as the book's Theme 3, using entirely original texts and tasks.Tema sayfası
Outcome24 öğrenme çıktısı (L, P, R, V, G, W, S)24 original outcome statements were written for this theme, matching the topic and level scope of the book's Theme 3 without copying its official wording.Genel bakış
VocabularyTarget vocabulary32 original words on body parts, illness, well-being, and fashion were written with new example sentences at the same level as the book's Theme 3.Vocabulary + oyunlar
GrammarFuture forms (mixed); Can / could (ability); Comparative adjectives; Simple Present / Present Progressive for future; Should (advice); Adjectives (-ing / -ed); As…as, same…as, like, alikeFuture forms (mixed), can/could, should, comparatives, as...as/like/alike, and -ing/-ed adjectives are taught through original notice sentences, rules, and practice matching the book's Theme 3 grammar scope.Grammar
ReadingR1–R4Two original 180-320 word reading passages on healthy habits and fashion were written to match the topic level of the book's Theme 3, with no text copied from it.Özgün okuma
ListeningL1–L4Two original listening scripts, a doctor's-office dialogue and a class discussion about the future, were written to match the book's Theme 3 listening scope.Özgün dinleme
SpeakingS1–S6Two original speaking tasks on giving health advice and discussing fashion/future predictions were designed at the same level as the book's Theme 3.Speaking task
WritingW1–W7Two original writing tasks, a health advice note and a lifestyle comparison paragraph, were designed to match the book's Theme 3 writing scope.Writing task
AssessmentPerformans görevi (rubrik)An original review set and test with vocabulary, grammar, reading, and listening sections were written to assess the same outcomes as the book's Theme 3, using no material copied from it.Theme test
Sonraki sekmeİndir →

Sekme 8 / 8

İndir

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

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