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ÖĞRETMEN · THEME 610. SınıfB1.214 ders saati

Life in the World & Culture

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 6: Life in the World & Culture
Ders saati
14 (resmî)
Alt temalar
  • Continents, countries, and nationalities
  • Shopping for food and personal food preferences
  • Food and food culture from different parts of the world
Hedef dil yapıları
  • Present Perfect (how long, since, for, already, just)
  • Question tags
  • Be able to
  • Countable / uncountable nouns (some, any, much, many)
  • Need / needn't
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.10.6.L1
    Listening/Watching

    Understands the gist of a spoken dialogue about buying food in a shop or market.

    I can… understand the main idea of a conversation about food shopping

  • ENG.10.6.L2
    Listening/Watching

    Identifies specific information such as prices and quantities in a listening text about shopping.

    I can… pick out prices and quantities in a shopping conversation

  • ENG.10.6.L3
    Listening/Watching

    Understands people describing life experiences using the present perfect in a listening text.

    I can… understand people talking about their life experiences

  • ENG.10.6.L4
    Listening/Watching

    Understands opinions about food culture expressed in a listening text.

    I can… understand people's opinions about food from different countries

  • ENG.10.6.P1
    Pronunciation

    Shows awareness of and respect for cultural diversity across different countries and nationalities.

    I can… show respect for different countries, nationalities and food cultures

  • ENG.10.6.R1
    Reading

    Understands the main idea of a reading text about continents, countries and cultures.

    I can… understand the main idea of a text about countries and cultures

  • ENG.10.6.R2
    Reading

    Identifies specific information in a reading text about food culture from different countries.

    I can… find specific information in a text about food culture

  • ENG.10.6.R3
    Reading

    Guesses the meaning of unfamiliar theme-related words from context while reading.

    I can… guess the meaning of new words from context

  • ENG.10.6.R4
    Reading

    Recognises the writer's opinion or attitude in a text about world food culture.

    I can… recognise the writer's opinion in a text about food culture

  • ENG.10.6.V1
    Vocabulary

    Uses vocabulary related to continents, countries, nationalities, food shopping and food culture accurately.

    I can… use vocabulary about countries, nationalities and food

  • ENG.10.6.G1
    Grammaring

    Uses the present perfect, countable/uncountable nouns and question tags accurately in speech and writing.

    I can… use present perfect, countable/uncountable nouns and question tags correctly

  • ENG.10.6.W1
    Writing

    Plans a short piece of writing about a country or food topic before drafting it.

    I can… plan my writing about a country or food topic

  • ENG.10.6.W2
    Writing

    Writes a short informative paragraph describing a country, its people and culture.

    I can… write a paragraph describing a country and its culture

  • ENG.10.6.W3
    Writing

    Writes a short text about personal food preferences and eating habits.

    I can… write about my personal food preferences

  • ENG.10.6.W4
    Writing

    Uses question tags and correct punctuation accurately in written sentences.

    I can… use question tags correctly in my writing

  • ENG.10.6.W5
    Writing

    Writes a shopping list and a short dialogue about buying food using countable/uncountable nouns.

    I can… write a shopping list and a food-shopping dialogue

  • ENG.10.6.W6
    Writing

    Checks and edits written work for grammar, spelling and organisation.

    I can… check and edit my writing

  • ENG.10.6.W7
    Writing

    Writes a short comparative text about food traditions in two different countries.

    I can… write comparing food traditions from two countries

  • ENG.10.6.S1
    Speaking

    Asks and answers questions about countries, continents and nationalities.

    I can… ask and answer questions about countries and nationalities

  • ENG.10.6.S2
    Speaking

    Talks about personal life experiences using the present perfect.

    I can… talk about my life experiences

  • ENG.10.6.S3
    Speaking

    Uses question tags naturally to check information or keep a conversation going.

    I can… use question tags in conversation

  • ENG.10.6.S4
    Speaking

    Takes part in a role-play about buying and selling food in a shop or market.

    I can… role-play buying food in a shop

  • ENG.10.6.S5
    Speaking

    Talks about personal food preferences, needs and dietary choices.

    I can… talk about my food preferences and needs

  • ENG.10.6.S6
    Speaking

    Gives a short spoken presentation comparing food culture from different countries.

    I can… give a short talk comparing food culture around the world

Sonraki sekmeHaftalık plan →

Sekme 3 / 8

Haftalık plan

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

WeekThemeHoursPlan
—Theme 614To 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 1Continents, Countries and Nationalities40 min dk
Kazanım
ENG.10.6.V1, ENG.10.6.S1
Hedef dil
Which continent is... on? What nationality is...? Where is... from?
Kelimeler
continent, nationality, population, border, culture
Materyal
World map or projector, Vocabulary cards, Coursebook
Hazırlık
Prepare a simple world map image and vocabulary cards for continents/nationalities.
Ölçme
Teacher monitors accuracy of vocabulary use during pair work and the class quiz.
Ödev
Match 8 vocabulary words to their Turkish meanings (support homework item 1).

Akış

  1. 5 min Warm-up: show a world map and elicit continent names students already know. (T-S)
  2. 10 min Present new vocabulary (continent, nationality, population, border, culture) with example sentences. (T-S)
  3. 10 min Pair work: students ask and answer 'Where is... from? What nationality is...?' using flashcards. (pairs)
  4. 10 min Class quiz: name the continent of given countries and nationalities. (individual)
  5. 5 min Wrap-up: students share one new fact about a continent/nationality they learned. (T-S)
DestekGive weaker students a matching worksheet (country–nationality–continent).
HedefStandard pair-work task as planned.
İleriAsk stronger students to name the capital city of each country discussed.
DERS 2Present Perfect: Life Experiences40 min dk
Kazanım
ENG.10.6.G1, ENG.10.6.S2
Hedef dil
I have visited... / Have you ever...?
Kelimeler
abroad, travel, experience
Materyal
Grammar presentation slides, Coursebook, Board
Hazırlık
Prepare notice sentences and a gap-fill handout for the present perfect (life experiences).
Ölçme
Teacher checks gap-fill answers and monitors sentence-building accuracy.
Ödev
Write 6 original present perfect sentences (core homework item 1).

Akış

  1. 5 min Notice stage: show example sentences with 'have/has + past participle' and ask what students notice. (T-S)
  2. 10 min Explain form and use of the present perfect for life experiences; check with short Q&A. (T-S)
  3. 10 min Complete the gap-fill discover activity individually, then check as a class. (individual)
  4. 10 min Build stage: students form full sentences from cue words in pairs. (pairs)
  5. 5 min Wrap-up: 3-4 students share one 'I have never...' sentence about themselves. (T-S)
DestekProvide a verb bank of past participles for the gap-fill task.
HedefStandard discover activities as planned.
İleriAsk fast finishers to write 3 extra sentences about a family member's experiences.
DERS 3Present Perfect: Since, For, Already, Just40 min dk
Kazanım
ENG.10.6.G1, ENG.10.6.S2
Hedef dil
since 2015 / for five years / already / just
Kelimeler
since, for, already, just
Materyal
Coursebook, Practice worksheet, Board
Hazırlık
Prepare a compare table contrasting 'since' and 'for' with example timelines.
Ölçme
Teacher reviews practice worksheet answers for correct use of since/for/already/just.
Ödev
Complete challenge items from grammar point g1.

Akış

  1. 5 min Warm-up: elicit the difference between 'since' and 'for' using a timeline on the board. (T-S)
  2. 10 min Present the compare table (since vs for) and the use of already/just with example sentences. (T-S)
  3. 15 min Students complete practice items (gap-fill, mcq, judge) individually then check in pairs. (individual/pairs)
  4. 5 min Mistake correction: show common mistakes and ask students to correct them. (T-S)
  5. 5 min Wrap-up: quick oral round, each student makes one sentence with since/for/already/just. (T-S)
DestekGive sentence frames with the time expression already inserted.
HedefStandard practice worksheet as planned.
İleriChallenge items: rewrite sentences using 'since' instead of 'for' and vice versa.
DERS 4Reading: A World of Continents and Cultures40 min dk
Kazanım
ENG.10.6.R1, ENG.10.6.R3, ENG.10.6.P1
Hedef dil
vocabulary from reading text r1
Kelimeler
tradition, custom, greeting, respect
Materyal
Reading text r1 handout, Coursebook
Hazırlık
Photocopy reading text r1 and prepare before/after discussion prompts.
Ölçme
Teacher checks comprehension question answers for accuracy.
Ödev
Answer 5 comprehension questions about reading text r2 in full sentences (core homework item 4) — to prepare for the next reading lesson.

Akış

  1. 5 min Pre-reading: discuss the before-reading questions as a class. (T-S)
  2. 10 min Silent reading of text r1; students guess meaning of unknown words from context. (individual)
  3. 15 min Students answer comprehension questions individually, then check in pairs. (individual/pairs)
  4. 5 min Whole-class check of answers with reference back to the text. (T-S)
  5. 5 min After-reading discussion: interesting customs from other countries. (T-S)
DestekPre-teach key vocabulary before reading and allow use of a dictionary.
HedefStandard comprehension questions as planned.
İleriAsk stronger students to summarise the text in 3 sentences.
DERS 5Shopping for Food: Vocabulary40 min dk
Kazanım
ENG.10.6.V1, ENG.10.6.S5
Hedef dil
grocery, market, bill, fresh, packaged, portion, diet
Kelimeler
grocery, market, bill, fresh, packaged, portion, diet, vegetarian
Materyal
Vocabulary flashcards, Realia/pictures of food, Coursebook
Hazırlık
Prepare flashcards or pictures for the new shopping-related vocabulary.
Ölçme
Teacher monitors vocabulary use in pair work and checks matching/gap-fill answers.
Ödev
Circle 'some' or 'any' in 6 short shopping sentences (support homework item 3) or write a shopping list (core homework item 2).

Akış

  1. 5 min Warm-up: brainstorm food shopping words students already know. (T-S)
  2. 10 min Present new vocabulary with pictures and example sentences. (T-S)
  3. 10 min Pair work: students describe their own food preferences using new vocabulary. (pairs)
  4. 10 min Vocabulary matching/gap-fill practice individually. (individual)
  5. 5 min Wrap-up: each student says one food preference sentence. (T-S)
DestekProvide a picture-word matching worksheet.
HedefStandard vocabulary practice as planned.
İleriAsk students to add two more shopping-related words they know and define them.
DERS 6Countable/Uncountable Nouns: Some, Any40 min dk
Kazanım
ENG.10.6.G1, ENG.10.6.S5
Hedef dil
some, any + countable/uncountable nouns
Kelimeler
food nouns from vocabulary list
Materyal
Coursebook, Compare table handout, Board
Hazırlık
Prepare the compare table (countable vs uncountable) and complete/build worksheets.
Ölçme
Teacher checks gap-fill and build-stage sentences for correct use of some/any.
Ödev
Complete practice items from grammar point g2.

Akış

  1. 5 min Notice stage: show example sentences with some/any and elicit the pattern. (T-S)
  2. 10 min Present the compare table and explain countable vs uncountable nouns. (T-S)
  3. 10 min Complete stage: gap-fill with some/any individually. (individual)
  4. 10 min Build stage: pairs build full shopping sentences from cue words. (pairs)
  5. 5 min Wrap-up: quick error-correction round using the mistakes list. (T-S)
DestekProvide a sorted word bank (countable column / uncountable column).
HedefStandard complete and build activities as planned.
İleriAsk fast finishers to write 3 extra sentences with tricky nouns (e.g. fruit, advice).
DERS 7Countable/Uncountable Nouns: Much, Many40 min dk
Kazanım
ENG.10.6.G1, ENG.10.6.S4
Hedef dil
How much...? How many...?
Kelimeler
quantity, portion
Materyal
Coursebook, Shopping dialogue handout
Hazırlık
Prepare a short shopping dialogue model using much/many for students to adapt.
Ölçme
Teacher assesses accuracy of much/many use in the shopping dialogues.
Ödev
Write a short shopping list and label items as countable/uncountable (core homework item 2).

Akış

  1. 5 min Warm-up: quick oral drill, teacher says a noun and students say 'much' or 'many'. (T-S)
  2. 10 min Review much/many rule and practise with mcq/gap items. (individual)
  3. 15 min Groups prepare a short shopping dialogue using much/many/some/any. (groups)
  4. 5 min Two groups perform their dialogue for the class. (groups)
  5. 5 min Wrap-up: class votes on the most natural-sounding dialogue. (T-S)
DestekGive a dialogue frame with gaps for weaker groups to complete.
HedefStandard dialogue-writing task as planned.
İleriAsk stronger groups to include a disagreement about price.
DERS 8Listening: At the Local Market40 min dk
Kazanım
ENG.10.6.L1, ENG.10.6.L2
Hedef dil
vocabulary and quantities from listening l1
Kelimeler
kilo, piece, total, seller, customer
Materyal
Listening transcript l1 (read aloud or recorded), Coursebook
Hazırlık
Prepare to read the transcript aloud clearly (twice) or record it in advance.
Ölçme
Teacher checks listening comprehension question answers for accuracy.
Ödev
Write a short dialogue between a customer and a seller (extension homework item 3).

Akış

  1. 5 min Pre-listening: discuss where students usually buy fresh food. (T-S)
  2. 10 min First listening (gist): students note who is speaking and what they are buying. (individual)
  3. 15 min Second listening (detail): students answer comprehension questions. (individual)
  4. 5 min Whole-class check of answers. (T-S)
  5. 5 min Post-listening discussion: similar shopping experiences students have had. (T-S)
DestekGive students the questions before listening and pre-teach key words.
HedefStandard two-listening approach as planned.
İleriAsk stronger students to write the dialogue's ending from memory before checking.
DERS 9Question Tags40 min dk
Kazanım
ENG.10.6.G1, ENG.10.6.S3
Hedef dil
..., isn't it? / ..., haven't you? / ..., don't they?
Kelimeler
review of theme vocabulary
Materyal
Coursebook, Question tag practice handout
Hazırlık
Prepare notice sentences and a complete/build worksheet for question tags.
Ölçme
Teacher monitors accuracy of question tags during pair and oral work.
Ödev
Write 5 sentences about a country with correct question tags (core homework item 3).

Akış

  1. 5 min Notice stage: show example sentences with question tags and elicit the pattern (positive→negative, negative→positive). (T-S)
  2. 10 min Explain the rule and form of question tags with example sentences. (T-S)
  3. 10 min Complete stage: gap-fill practice individually, checked as a class. (individual)
  4. 10 min Build stage: pairs add correct tags to statements about food and countries. (pairs)
  5. 5 min Wrap-up: quick oral round using question tags about classmates. (T-S)
DestekProvide a simple chart showing positive→negative and negative→positive patterns.
HedefStandard complete and build activities as planned.
İleriChallenge items: rewrite statements with tricky verbs (can, have, be) correctly.
DERS 10Reading: Food Around the World40 min dk
Kazanım
ENG.10.6.R2, ENG.10.6.R4, ENG.10.6.P1
Hedef dil
vocabulary from reading text r2
Kelimeler
mezes, staple, hospitality, community
Materyal
Reading text r2 handout, Coursebook
Hazırlık
Photocopy reading text r2 and prepare comprehension questions.
Ölçme
Teacher checks comprehension answers, especially identification of writer's opinion.
Ödev
Write a 150-word text comparing food culture in two countries (extension homework item 1).

Akış

  1. 5 min Pre-reading: discuss favourite traditional dishes. (T-S)
  2. 10 min Silent reading of text r2; students underline unfamiliar words. (individual)
  3. 15 min Students answer comprehension questions, focusing on specific information and writer's opinion. (individual/pairs)
  4. 5 min Whole-class check of answers with reference to the text. (T-S)
  5. 5 min After-reading discussion: comparing shopping and eating habits with the text. (T-S)
DestekProvide a vocabulary glossary alongside the text.
HedefStandard comprehension questions as planned.
İleriAsk stronger students to identify and explain the writer's opinion in the final paragraph.
DERS 11Speaking: Have You Ever...?40 min dk
Kazanım
ENG.10.6.S1, ENG.10.6.S2, ENG.10.6.S3
Hedef dil
Have you ever...? / I've never... / question tags
Kelimeler
review of present perfect and question tag vocabulary
Materyal
Speaking task s1 handout, Coursebook
Hazırlık
Prepare example present perfect questions as a model for weaker students.
Ölçme
Teacher monitors accuracy of present perfect and question tags during pair interviews.
Ödev
Prepare 5 'Have you ever...?' interview questions and record answers from a family member (extension homework item 2).

Akış

  1. 5 min Warm-up: teacher models 2-3 'Have you ever...?' questions with the class. (T-S)
  2. 10 min Students prepare five present-perfect questions individually. (individual)
  3. 15 min Pair interviews: students ask and answer their questions, adding question tags. (pairs)
  4. 5 min Students report one interesting fact about their partner to the class. (T-S)
  5. 5 min Wrap-up: teacher gives feedback on common errors heard. (T-S)
DestekGive a list of ready-made questions for weaker students to choose from.
HedefStandard task as planned with own questions.
İleriAdd a 'How long...?' follow-up question with since/for.
DERS 12Speaking: Shopping Role-Play40 min dk
Kazanım
ENG.10.6.S4, ENG.10.6.S5, ENG.10.6.G1
Hedef dil
Do you have any...? / How much/many...? / I'd like some...
Kelimeler
review of shopping vocabulary
Materyal
Speaking task s2 handout, Props (optional play food)
Hazırlık
Prepare a simple dialogue frame as a model for the role-play.
Ölçme
Teacher assesses accuracy and fluency during the group role-plays using the speaking rubric.
Ödev
Review vocabulary and grammar notes in preparation for the writing lesson.

Akış

  1. 5 min Warm-up: review useful shopping language as a class. (T-S)
  2. 10 min Groups decide roles and prepare a short list of food items for sale. (groups)
  3. 15 min Groups prepare and rehearse their shopping role-play. (groups)
  4. 5 min Two or three groups perform their role-play for the class. (groups)
  5. 5 min Wrap-up: class feedback on the use of much/many/some/any. (T-S)
DestekProvide a dialogue frame with sentence starters for weaker groups.
HedefStandard role-play task as planned.
İleriAdd a special dietary request (e.g. vegetarian, no spicy food) to the role-play.
DERS 13Writing: My Country and My Food Preferences40 min dk
Kazanım
ENG.10.6.W1, ENG.10.6.W2, ENG.10.6.W3, ENG.10.6.W5, ENG.10.6.W6
Hedef dil
review structures from writing tasks w1 and w2
Kelimeler
review of theme vocabulary
Materyal
Writing task w1 and w2 handouts, Checklist
Hazırlık
Prepare planning templates for both writing tasks.
Ölçme
Teacher collects drafts and assesses using the writing rubric, focusing on content and grammar accuracy.
Ödev
Finish and edit writing tasks w1 and w2 for homework, using the self-check checklists.

Akış

  1. 5 min Warm-up: review useful structures and vocabulary for the writing tasks. (T-S)
  2. 10 min Students plan writing task w1 (country and food culture) using the planning steps. (individual)
  3. 15 min Students draft writing task w1, then briefly plan and draft w2 (shopping list and preferences) if time allows. (individual)
  4. 5 min Peer-check: students swap work and use the checklist to give feedback. (pairs)
  5. 5 min Wrap-up: 2-3 students share one sentence from their writing. (T-S)
DestekProvide a paragraph frame with sentence starters.
HedefStandard planning and drafting process as outlined.
İleriAsk stronger students to add a comparison with a second country or dish.
DERS 14Theme Review and Test40 min dk
Kazanım
ENG.10.6.V1, ENG.10.6.G1, ENG.10.6.R1, ENG.10.6.L1
Hedef dil
review of all theme 6 structures and vocabulary
Kelimeler
review of all theme 6 vocabulary
Materyal
Review questions, Theme test, Coursebook
Hazırlık
Prepare copies of the review and test items for the class.
Ölçme
Theme test results and self-assessment checklist provide formal and informal assessment of theme outcomes.
Ödev
No new homework; review any incorrect test answers for the next class.

Akış

  1. 10 min Whole-class review game using the review question set (vocabulary, grammar, reading, listening). (T-S)
  2. 5 min Quick error-correction recap of the most common mistakes from the theme. (T-S)
  3. 20 min Students complete the theme test individually. (individual)
  4. 5 min Wrap-up: self-assessment — students tick the 'I can...' statements from the theme intro they now feel confident about. (individual)
DestekAllow extra time and a vocabulary reference sheet during the test for students who need it.
HedefStandard test conditions as planned.
İleriFast finishers write one extra sentence for each grammar point covered in the theme.
Sonraki sekmeEtkinlikler →

Sekme 5 / 8

Etkinlikler

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

Vocabulary10-15 minWhole classNone

Continent Bingo

Practise continent and country names in a fun, low-pressure format.

Grammar10 minWhole class/circleNone

Present Perfect Chain Story

Practise forming present perfect sentences by building a chain story about a traveller's experiences.

Reading12-15 minGroups of 3-4Projector

Guess the Country from the Menu

Practise reading short food descriptions and guessing the country of origin.

Listening10 minPairsNone

Shopping List Dictation

Practise listening for quantities and food items and writing them down accurately.

Grammar8-10 minPairsNone

Question Tag Tennis

Practise forming correct question tags quickly in a fast back-and-forth speaking game.

Speaking15 minGroups of 3-4None

Market Role-Play Cards

Practise buying and selling food using countable/uncountable nouns in a role-play.

Writing15 minIndividualNone

Postcard from Another Country

Practise short descriptive writing about a country's culture and food in postcard format.

Speaking10-12 minWhole class, mingleNone

Food Preference Survey

Practise asking about and reporting classmates' food preferences using much/many/some/any.

Sonraki sekmeÖlçme →

Sekme 6 / 8

Ölçme

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

Speaking Rubric — Shopping Role-Play
Criteria1 - Needs Work2 - Good3 - Very Good
Grammar (some/any/much/many)Frequent errors that affect meaningMostly accurate, a few errorsAccurate and natural use
VocabularyVery limited shopping vocabularyAdequate range of vocabularyWide, appropriate range of vocabulary
Fluency & InteractionLong pauses, little interactionGenerally smooth, some pausesSmooth, natural interaction
Task CompletionTask only partly completedTask completed with minor gapsTask fully and clearly completed
Writing Rubric — Country/Food Paragraph
Criteria1 - Needs Work2 - Good3 - Very Good
Content & IdeasIdeas unclear or too briefRelevant ideas, could be more detailedClear, detailed, relevant ideas
Grammar AccuracyFrequent errors that affect meaningSome errors, meaning generally clearFew errors, meaning always clear
Vocabulary UseVery basic or repetitive vocabularyGood range of theme vocabularyWide, precise range of theme vocabulary
OrganisationIdeas not clearly organisedMostly clear organisationClear opening, body and closing
Project Rubric — Food Culture Presentation
Criteria1 - Needs Work2 - Good3 - Very Good
Research & ContentLittle relevant informationAdequate relevant informationRich, well-chosen information
Language UseMany grammar/vocabulary errorsMostly accurate languageAccurate, varied language
DeliveryHard to follow, reads directly from notesMostly clear, occasional notesClear, confident, natural delivery
Visuals/SupportNo or unclear visual supportSome helpful visual supportWell-organised, helpful visual support
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Sekme 7 / 8

Kitap eşlemesi

Resmî program, ders kitabı ve AbOnlinEnglish kaynaklarının karşılıklı tablosu.

Resmî programKitap (İngilizce 10. Sınıf (MEB))AbOnlinEnglish
ThemeTheme 6: Life in the World & CultureAbOnlinEnglish's own materials for Theme 6 cover continents, countries, nationalities, food shopping and food culture at the same topic scope as the book's Theme 6, with entirely original content.Tema sayfası
Outcome24 öğrenme çıktısı (L, P, R, V, G, W, S)24 original outcome statements (ENG.10.6.L1-S6) were written to match the skill focus of the book's Theme 6 without copying its official outcome wording.Genel bakış
VocabularyTarget vocabulary24 original words on continents, nationalities and food/shopping, each with an original example sentence, matching the topic scope of Theme 6 (Ders Kitabı Theme 6) without using the book's own sentences.Vocabulary + oyunlar
GrammarPresent Perfect (how long, since, for, already, just); Question tags; Be able to; Countable / uncountable nouns (some, any, much, many); Need / needn't3 original grammar sections (Present Perfect, Countable/Uncountable Nouns, Question Tags) built from scratch with original notice sentences, rules and practice items at the level of Theme 6.Grammar
ReadingR1–R42 original reading passages (180-320 words) on world cultures and food culture, written independently of the book's own reading texts.Özgün okuma
ListeningL1–L42 original listening scripts (a market dialogue and a life-experiences interview) with original transcripts, not taken from the book's audio.Özgün dinleme
SpeakingS1–S62 original speaking tasks (a present-perfect interview and a shopping role-play) designed around Theme 6's topics.Speaking task
WritingW1–W72 original writing tasks (a country/food paragraph and a shopping list with food preferences) with original prompts and support materials.Writing task
AssessmentPerformans görevi (rubrik)An original review set, a sectioned theme test, and homework tiers (support/core/extension) were created independently to assess the same skills and outcomes as Theme 6 of the book.Theme test
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Sekme 8 / 8

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