Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

Warm-up

- Ask students: What do you like to do in your free time?

- Elicit a few answers and write key hobby words on the board (e.g., reading, swimming, playing football).

- If needed, briefly explain any new or tricky words.

Vocabulary Introduction

-Present a list or flashcards of common hobbies and pastimes, for example:

-Playing sports (football, basketball, tennis)

-Creative hobbies (drawing, painting, knitting)

-Leisure activities (watching movies, reading, gardening)

-Social activities (dancing, going to concerts)

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle

8 min

Ex: 1 P:8

Set context and focus

-Direct students’ attention to the two lists on the page.

-Ask guiding questions to establish the connection: “What do we need to do these hobbies?”

-Elicit that Things are the equipment or tools, and Pastimes are the hobbies or activities.

Pronunciation practice

-Read aloud each item in the Things list.

-Have students repeat, focusing on correct stress and vowel sounds.

-Do the same for the Pastimes list.

-Use choral and individual drilling for variety.

Task instructions

-Explain that students must match Things to Pastimes without explanations of meaning yet.

Upper-level classes:

- Students work individually, using dictionaries if necessary.

Lower-level classes:

-Students work in pairs, discussing and helping each other.

-Monitor the activity, giving hints rather than answers.

Differentiation

- work individually to match items with pastimes.

- Allowed to use bilingual or English dictionaries.

Learners match the things with the pastimes. Listen and check. Then practise with a partner. Say a thing. Your partner says the pastime.

ANSWERS

1 e

2 h

3 a

4 j

5 i

6 c

7 b

8 f

9 d

10 g

Descriptor:

- match items with the appropriate hobbies

- form full sentences using a model structure:
“We use a/an [thing] when we do [pastime].”

Values of the program “Birtutas

tarbiye” – Diligence and professional competence

Excellent (2)

- In pairs, actively discusses and justifies matches, helping peers when needed.

Good (1)

- Participates in discussion but provides limited input or help.

Student’s book

10 min

Ex: 2 P:8

Set up the task

-Tell students they will complete sentences by finding the correct word from the Pastimes list in exercise 1.

-For lower-level classes, complete the first sentence together as a demonstration.

-Read the sentence aloud.

-Show how to scan the Pastimes list to find the matching word.

-Write the completed example on the board.

Instructions

-Ask students to read each sentence carefully.

-Remind them to scan the Pastimes list, not read every word in the text.

-Allow 4–5 minutes for them to work individually.

Support for lower-level learners

-Circulate, giving hints and pointing them back to the Pastimes list when they are unsure.

-Encourage them to underline possible answers before writing.

Check answers

-Ask students to scan the QR code to play the audio.

-Listen and check their answers together as a class.

-Pause after each answer to confirm and correct if necessary.

Differentiation

- Complete the first sentence together as a class, using the board or projector.

- Use guided questions (e.g., “What is the hobby here?” “Can you find this word in the list?”).

Learners complete the sentences with the pastimes in Ex 1. Listen and check

ANSWERS

1 cooking

2 sightseeing

3 jogging

4 yoga

5 surfing

6 painting

7 hiking

8 photography

9 listening to music

10 cycling

Descriptor:

- identify and match key vocabulary from sentences to items on a given list

- use scanning skills to locate specific words

Values of the program “Birtutas

tarbiye” – Justice and responsibility

Excellent (2)

- Completes all sentences correctly with appropriate pastimes.

Good (1)

- Completes most sentences correctly; a few mismatches.

Worksheets

Stickers

7 min

Ex: 3 P:8

Set the context

-Direct students’ attention to the quiz on page 9.

-Explain that the quiz will test their general knowledge about hobbies and leisure activities in Kazakhstan and around the world.

Pair work

-Put students into pairs to encourage discussion and peer support.

-Make sure they understand they need to choose a, b, or c for each question.

Instructions

-Tell students to read each question carefully.

-Discuss their ideas in pairs before deciding on the answer.

-Remind them not to rush — they should try to agree on the most likely answer.

Checking answers

-Ask students to scan the QR code to play the audio with the correct answers.

-Pause after each question to confirm the answer as a class and provide short explanations if needed.

Differentiation:

- Work in pairs or small groups to support each other.

Learners work in pairs. Do the Hobbies and Leisure Quiz on page 9. Listen and check.

ANSWERS:

1 a

2 c

3 b

4 a

5 b

6 a

7 c

8 a

9 b

10 b

Descriptor:

- discuss and answer multiple-choice quiz questions

- discuss the questions in their pairs and choose a, b or c.

Values of the program “Birtutas

tarbiye” – Independence and Patriotism

Excellent (3)

-Actively discusses each question with partner, sharing ideas and justifying answers.

Good (2)

- Participates in discussion but relies on partner’s lead for most answers.

Pictures

10 min

Ex: 4 P:8

Pre-speaking setup

-Read the questions aloud with the class.

-Check for understanding of vocabulary and meaning.

-Clarify any points before starting.

Grouping

-Divide students into pairs or small groups of three or four (choose based on class size and dynamics).

-Explain that their task is not just to answer the questions but to develop their answers with reasons or examples.

Speaking practice

-Give a clear time limit (e.g. 6–8 minutes).

-Encourage them to listen actively to each other and respond naturally.

Differentiation:

-Group students in threes or fours to encourage peer support.

Learners work in pairs. Ask and answer the questions.

ANSWERS:

Student’s own answer

Descriptor:

- discuss open-ended questions in small groups

- give reasons or examples to support their answers

Values of the program “Birtutas

tarbiye” – Independence and Patriotism

Excellent (3)

- Gives detailed answers with clear reasons or examples.

Good (2)

- Gives short answers, sometimes with reasons or examples.

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

End

5 min

Reflection

- Did students use the target suggestion phrases correctly and naturally?

- Were they able to respond to suggestions politely, both positively and negatively?

- Which activity generated the most student talk time?

- Did weaker students manage to participate actively in the speaking tasks?

- Was the listening activity at the right difficulty level?

Ss show their knowledge according to the lesson

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

- Start with a quick discussion:

Do you know any lucky or unlucky numbers?

What superstitions do people believe about numbers in your culture?

- Elicit a few examples and write them on the board.

Pre-Reading Vocabulary

-Introduce key vocabulary from the text such as:

superstition, unlucky, lucky, number, tradition, belief, cultural, symbol, avoid, fear

-Use images or simple definitions to explain new words.

-Practice pronunciation and ask students to make sentences with these words.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

.

- Worksheet for gap-fill comprehension questions.

Middle

10 min

Ex: 1 P: 10

Lead-in & Photo Observation

-Display the photo clearly for all students.

-Ask students to look closely and share what they notice.

-Read the guiding question aloud with the class to ensure understanding.

Idea Generation

-Give students 1–2 minutes to think individually about possible answers.

-Encourage them to describe what they see using complete sentences.

Prompting for Support

-If students are struggling, draw their attention to the sequence of the numbers in the image.

-Ask guiding questions, e.g. "What comes before…?" or "What could happen next?" to help them make connections.

Pair or Group Discussion

-Put students in pairs or small groups to compare their ideas.

-Monitor and offer prompts if necessary, but avoid giving direct answers.

Differentiation:

- Conduct a guided class discussion first to model how to describe or interpret a photo.

- Use question prompts like:

-“What do you see?”

-“What’s happening first?”

-“What do you think will happen next?”

Learners look at the photo of the buttons in the lift. Read the question with the class and share their ideas.

ANSWERS

There is no number 13, or floor number 13. This is because 13 is considered an unlucky number in some countries

Descriptor:

- observe a photo and respond to a guiding question

- sequence of numbered elements

Values of the program “Birtutas

tarbiye” – Creativity and Innovation

Excellent (3)

- Uses clear, complete sentences with correct grammar.

Good (2)

- Uses mostly correct sentences; occasional grammar errors.

Student’s book

7 min

Ex: 2 P: 10

First Reading – General Understanding

-Instruct students to read the text all the way through without stopping at the numbered gaps.

-Remind them not to worry about missing sentences yet; focus on the overall meaning.

Review the Sentence Options

-Ask students to read all the sentences a–e carefully.

-Clarify vocabulary or phrases only if necessary for comprehension.

Matching Process

-Explain that four of the five sentences fit into the gaps logically and grammatically.

-Encourage students to think about:

-Context and flow of ideas.

Grammar agreement (verb tense, pronouns, etc.).

Linking words and cohesion.

Stronger Class Variation

-After completing the matching, ask stronger students to justify their choices to a partner or the whole class, explaining the reasoning behind their decisions.

Differentiation:

- Read the text together as a class or in pairs.

- Model one example together before students try the rest.

Students read the text. Add sentences to the paragraph. There is one sentence that you don’t need.

ANSWERS

1 c

2 e

3 b

4 a

Descriptor:

- read a connected text and choose appropriate sentences

- listen to an audio recording to confirm or revise their answers.

Values of the program “Birtutas

tarbiye” – Diligence and professional competence

Excellent (2)

- Correctly matches sentences based on context, grammar, and cohesion.

Good (1)

- Matches most sentences correctly but misses some due to weaker grammar/context awareness.

Worksheets

10 min

Ex: 3 P: 10

Introduce the Task

-Ask students to find the words highlighted in blue in the text.

-Encourage them to guess the meanings from the context before using a dictionary.

Meaning Clarification

-In a weaker class, check understanding by asking students to translate the words into their own language.

-For stronger classes, encourage students to explain the meaning in English or use synonyms.

Sentence Completion

-Students complete the sentences using the new vocabulary words.

-Encourage them to refer back to the text if needed.

Pair Checking

-Have students compare answers in pairs to discuss and agree on the best choices

Differentiation:

- Teacher provides scaffolding by giving clues or asking guiding questions like:

1“What word comes before or after?”

2“What kind of thing is this describing?”

Learners check the meaning of the words in blue in the text. Then complete the sentences.

ANSWERS :

1 lucky

2 fear

3 superstitious

4 unlucky

5 superstition

Descriptor:

- identify key vocabulary (highlighted in blue) in the text

- use the words to complete sentences accurately.

Values of the program “Birtutas

tarbiye” – Justice and responsibility

Excellent (2)

- Uses new words correctly in complete, meaningful sentences with correct grammar.

Good (1)

- Completes most sentences correctly, minor grammar or word choice errors.

Student’s book

8 min

Ex: 4 P: 10

Pre-task preparation

-Read each question aloud with the class, checking for understanding and clarifying any difficult words or phrases.

-Make sure students know what kind of answers are expected (short answers, opinions, explanations).

Individual preparation

-Give students a few minutes to prepare their answers individually.

-Encourage them to think of reasons or examples to support their opinions.

Pair work – Q&A

-Students ask and answer the questions with their partners.

-Encourage natural interaction and listening carefully to their partner’s answers.

Reporting back

-Ask some students to report back on their partner’s answers and opinions.

-In a weaker class, accept simple reporting using phrases like “He/She said…” or “My partner likes…”, but insist on English only.

-In a stronger class, encourage elaboration, asking students to include reasons and examples they heard.

Differentiation:

- Provide sentence frames or starters for answers and reporting, e.g.:

“My partner said that…”

“She likes… because…”

Learners ask and answer the questions.

ANSWERS

Student’s own answer

Descriptor:

- prepare and respond to personal or opinion-based questions in English

- pair interviews, reporting on their partner’s answers

Values of the program “Birtutas

tarbiye” – Justice and responsibility

Excellent (3)

- Understands all questions immediately

Good (2)

- Understands most questions

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

End

5 min

Reflection:

- Summarize the key points about numbers and superstitions.

- Optional: Assign a short homework task, like writing about a superstition from their own culture.

Ss use their stickers to show their knowledge according to the lesson

Poster

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

-Ask students: How much water do you drink every day? / How many books do you read?

-Elicit answers and introduce the difference between countable and uncountable nouns.

Introduction to Vocabulary and Grammar

Explain and write examples on the board:

Countable nouns + many / a few / a lot of / some

Uncountable nouns + much / a little / a lot of / some

Questions and negatives with any

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

 Board and markers

 Worksheet or exercise for controlled practice

Middle

10 min

Ex: 1 P: 11

Task Introduction

-Draw students’ attention to the sentences on the worksheet or board.

-Explain the task instructions clearly, ensuring students understand what they need to do.

-If necessary, complete the first sentence together as a class example.

Pre-task Support

-For a lower-level class, encourage students to re-read the related text on page 10 before attempting the task.

-For a higher-level class, challenge students to try completing the task independently before referring back to the text for checking.

Individual Work

-Allow students time to work individually to complete the sentences.

-Circulate to provide support and clarify doubts without giving direct answers.

Differentiation:

- Allow students to re-read the text on page 10 before completing the task.

Learners choose the correct words. Check your answers in the text on page 10

ANSWERS

1 many

2 a few, fewer

3 All

4 less

5 a little

6 both

7 much

8 other

Descriptor:

- re-read the text on page 10

- choose the correct words

Values of the program “Birtutas

tarbiye” – Diligence and professional competence

Excellent (3)

- Completes all sentences accurately with correct grammar and vocabulary.

Good (2)

- Completes most sentences accurately; minor grammar/vocabulary errors

Student’s book

7 min

Ex: 2 P: 11

Task Explanation

-Explain the activity to the class: students will complete the grammar rules about quantifiers.

-Make sure they understand what is expected.

Differentiation by Level

-For an upper-level class, ask students to complete the rules individually, encouraging independence.

-For a lower-level class, work through the rules together as a class, providing explanations and examples to support understanding.

Checking Answers

-Review the completed rules with the whole class.

-Invite students to explain their answers and clarify any confusion.

Differentiation:

- Do the activity as a class or in small guided groups.

Learners complete the rules with the words in the box.

ANSWERS

1 many, much

2 a few, a little

3 fewer, less

4 both

5 other

6 all

Descriptor:

- complete grammar rules related to quantifiers

- use words in the box

Values of the program “Birtutas

tarbiye” – Justice and responsibility

Excellent (3)

- Correctly completes all rules using accurate quantifier forms.

Good (2)

- Completes most rules correctly with occasional errors.

Worksheets

8 min

Ex: 3 P: 11

Ask Explanation

-Explain to students that each sentence has three options, but only one is correct.

-Emphasize they should read carefully before choosing.

Individual Work

-Students complete the task on their own, selecting the correct quantifier for each sentence.

Peer Checking (Upper-Level Class)

-Once finished, ask students to work in pairs to check and discuss their answers with a partner.

-Encourage them to explain their choices and help each other if there are disagreements.

Extension for Fast Finishers

-Fast finishers write three original sentences with the quantifier missing.

-Students swap their sentences with a partner and complete them by choosing the correct quantifiers.

Differentiation:

- Provides reminders:

“Is the noun countable or uncountable?”

“Which quantifier fits this kind of noun?”

Learners choose the correct answers.

ANSWERS

1 a

2 b

3 b

4 a

5 b

6 b

7 b

8 c

9 b

Descriptor:

- identify the correct quantifier

- complete each sentence

Values of the program “Birtutas

tarbiye” – Creativity and Innovation

Excellent (3)

- Selects the correct quantifier for all or nearly all sentences.

Good (2)

- Selects the correct quantifier for most sentences, with some errors.

Pictures

10 min

Ex: 4 P: 11

Example and Elicitation

-Read the example exchange aloud with the class.

-Ask students to suggest possible answers and discuss them briefly.

Question Creation

-Ask students to think of another How many...? question related to the topic.

-Encourage creativity and relevance to their experience.

Completing Questions

-Provide the box of quantifiers.

-Students work individually or in pairs to complete the questions using the quantifiers.

-Remind them that one quantifier in the box will not be used.

Class Check

-Check answers together as a class, clarifying any doubts.

Pair Practice

-Put students in pairs to ask and answer the questions they have completed or created.

-Encourage full sentences in answers for fluency practice.

Differentiation:

- Read the example exchange together and elicit answers as a class before pair work.

Learners complete the questions with the words in the box. There is one word that you do not need. Then ask and answer with a partner

ANSWERS

1 many

2 much

3 both

4 all

5 other

Descriptor:

- form and ask "How many...?" questions using appropriate quantifiers

- ask and answer with a partner

Values of the program “Birtutas

tarbiye” – Creativity and Innovation

Excellent (3)

- Uses correct grammar, word order, and quantifier form in the question.

Good (2)

- Minor grammar or word order mistakes that do not affect meaning.

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

Pictures

End

5 min

REFLECTION.

3 sentences to reflect on the lesson

3 adjectives to describe the lesson

1 word about the lesson

Saying goodbye

Ss use their stickers to show their knowledge according to the lesson

Poster

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

-Ask students: What do you like to do in your free time?

-Elicit some answers and write key free time activities on the board (e.g., reading, watching TV, playing sports).

Vocabulary Introduction

-Introduce common free time activities with pictures or flashcards:

-watching movies, listening to music, playing games, reading books, going for a walk, hanging out with friends

-Practice pronunciation and meaning with the class.

Learners read the given sentences on the board and guess the topic and share with their ideas.

.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

 Pictures or flashcards of sports

 Audio/video clip about sports

 Worksheet with questions or short text

Middle

10 min

Ex: 1 P: 12

Introduction to Task

-Ask students to read through all the options carefully.

-Encourage them to guess as many correct answers as possible based on their knowledge or intuition, without listening yet.

Listening for Confirmation

-Play the audio (using the QR code if available).

-Instruct students to listen carefully and check their guesses against the audio information.

Class Feedback

-After listening, ask students to share how many activities they guessed correctly.

-Take a quick poll or ask individual students to report their scores.

Optionally, discuss tricky parts or clarify any misunderstandings.

Differentiation:

- Work in pairs or small groups to discuss predictions before listening.

- Prompt with questions like: “Which activity do you think fits?”

Learners choose the correct words.

Then listen and check.

ANSWERS

1 TV

2 music

3 computer games

4 friends

5 sport

6 things

7 photos

8 shopping

9 the internet

10 swimming

11 in a band

12 cycling

13 to the cinema

14 magazines and

Descriptor:

- read a list of options and make predictions

- listen to confirm or correct their guesses

Values of the program “Birtutas

tarbiye” – Unity and Solidarit

Excellent (2)

- Listens attentively and confirms/changes answers correctly with minimal errors.

Good (1)

- Listens fairly attentively, confirms most answers, but misses some details.

Student’s book

7 min

Ex: 2 P: 12

Photo Discussion

-Show the photo to the class.

-Ask students to identify the activity shown (metal detecting).

-Allow answers in their own language to encourage participation.

Task Introduction

-Explain that the upcoming listening is not about the photo activity, but about something else.

-Ask students to keep an open mind while listening.

Pre-listening Preparation

-Have students read the questions and all answer options carefully.

-Clarify any vocabulary or question meanings as needed.

Listening

-Play the audio using the QR code.

Instruct students to listen attentively to find the correct answers.

Pair Comparison

-After listening, ask students to compare their answers in pairs.

-Encourage discussion to justify their choices.

Differentiation:

- Provide visual clues or word banks to support understanding of tricky vocabulary.

Learners read the information about the Money Matters podcast. Then listen and choose the correct answers.

ANSWERS

1 b 2 c 3 c 4 a

Descriptor:

- identify the activity in L1

- pre-teach or explain key words in the questions

Values of the program “Birtutas

tarbiye” – Diligence and professional competence

Excellent (3)

- Identifies the activity quickly and accurately; shares additional relevant details.

Good (2)

- Identifies the activity correctly but gives minimal detail.

10 min

Ex: 3 P: 12

Introduction to the Diagram

-Show students the diagram illustrating the fixed sequence/order of adverbs of frequency (e.g., always, usually, often, sometimes, rarely, never).

-Demonstrate the sequence clearly, perhaps by pointing or using example sentences.

Sentence Ordering Activity

-Give students sentences with adverbs of frequency in random order.

-Ask them to work individually or in pairs to put the sentences in the correct order following the sequence from the diagram.

Check and Discuss Answers

-Review the correct order with the whole class.

-Discuss the position of adverbs in each sentence.

Differentiation:

- Focus on concrete examples with visual support from the diagram

Learners study the diagram. Then order sentences a-f. Start with the least frequent. What is the position of the adverbs with be, have got and other verbs?

ANSWERS:

1 e 2 a 3d 4 f 5 b 6 c

The rules for the position of adverbs of frequency are:

Before most verbs: He never loses things.

After the verb be: She is always late.

Between have and got: I've always got my keys in my bag.

Descriptor:

- recognize and correctly use adverbs of frequency

- form rules through guided discovery

Values of the program “Birtutas

tarbiye” – Independence and Patriotism

Excellent (2)

- Accurately identifies correct adverb placement in sentences and can explain why.

Good (1)

- Identifies most adverb placements correctly but has difficulty explaining reasons.

8 min

Ex: 4 P: 12

Introduce the Concept

-Remind students what adverbs of frequency are and their importance in expressing how often an action happens.

-Show a list or chart of common adverbs of frequency (e.g., always, usually, often, sometimes, rarely, never).

Model Sentence Writing

-Write a few example sentences on the board using different adverbs of frequency.

-Highlight the variety and explain how each adverb changes the meaning slightly.

Guided Practice

-Ask students to write their own sentences about daily routines or other familiar topics, encouraging them to use different adverbs from the list.

-Circulate and provide help or suggest alternatives to avoid repetition.

Differentiation:

-Provide a limited word bank of common adverbs (e.g. always, usually, sometimes, never).

Learners write true sentences using the present simple and adverbs of frequency.

ANSWERS:

1 We... play computer games.

2 1... go swimming.

3 My friends and I... stream series.

4 I have... got a mobile phone with me.

5 I am... late for class.

6 My friends and I go cycling.

Descriptor:

- use a variety of adverbs

- write true sentences using the present simple

Values of the program “Birtutas

tarbiye” – Independence and Patriotism

Excellent (3)

- Writes correct, varied sentences using different adverbs with accurate grammar and placement.

Good (2)

- Writes sentences with correct adverb placement but limited variety.

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

End

5 min

Reflection

- Recap the sports vocabulary and expressions learned.

- Ask a few students to share what sport they like or play.

- Give positive feedback and encourage students to practice talking about sports outside class.

Saying goodbye

Ss use their stickers to show their knowledge according to the lesson

Poster

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

-Ask simple questions to elicit general descriptions:

Can you describe your family?

What kind of places do you like to visit?

What is your favorite thing?

-Write a few examples on the board.

Vocabulary and Grammar Introduction

Teach or review:

-Articles: a, an, the (with examples)

-Basic pronouns: he, she, it, they

-Simple adjectives: big, small, beautiful, interesting, old, new

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

10 min

Ex: 1 P: 13

Lead-in with the Photo

-Show the photo to the class.

-Ask open-ended questions to engage students:

What can you see?

Who are the people?

What do you think is happening?

-Elicit several ideas and write useful vocabulary on the board.

Introduce the Task

-Ask students to look at the sentences in the activity.

-Explain what they need to do (e.g., match, fill in, or place in a table).

-Give an example together as a class.

Guide Placement in the Table

-If needed, point out where each person’s information should go in the table.

-Use one or two sample answers to model the process.

Language Support

-For lower-level classes, translate the blue words into the students’ language.

-Check understanding by asking students to use these words in simple sentences.

Student Work

-Students work individually or in pairs to complete the task.

-Monitor and assist with vocabulary or understanding.

Differentiation:

- Translate the blue words into students' first language to support understanding.

Learners read the sentences and complete the table with the words in blue.

ANSWERS

1 somewhere

2 anybody

3 anything

4 everybody

5 nothing

Descriptor:

- observe a photo and interpret what is happening

- complete sentences using target vocabulary

Values of the program “Birtutas

tarbiye” – Independence and Patriotism

Excellent (2)

- Gives detailed, relevant answers to open-ended questions, using descriptive language and new vocabulary.

Good (1)

- Gives basic but relevant answers to open-ended questions.

Student’s book

8 min

Ex: 2 P: 13

Set the Task

-Refer back to the completed table from Exercise 1.

-Explain that students will now complete the rules based on the information in the table.

-Make sure everyone understands the instructions.

Differentiate by Level

-Upper-level class: Ask students to work individually to complete the rules.

-Lower-level class: Complete the activity together as a class, eliciting answers step-by-step and writing them on the board.

Check Answers

-Go through each rule together as a class.

-Invite volunteers to give answers and explain their reasoning.

-Correct and clarify as needed.

Differentiation:

- Complete the grammar rules together as a class, using a guided discovery approach with prompting questions.

- Use the examples from Exercise 1 to highlight patterns.

Learners choose the correct words in the rules.

ANSWERS

1 general

2 affirmative

3 negative

Descriptor:

- analyze completed examples to deduce grammar or usage rules

- write accurate sentences using target vocabulary

Values of the program “Birtutas

tarbiye” – Diligence and professional competence

Excellent (3)

- Completes rules with full accuracy, using correct terminology and language

Good (2)

- Completes rules mostly accurately, with few minor errors.

Worksheets

Student’s book

10 min

Ex: 3 P: 13

Explain the Task

-Tell students they will complete the missing parts of the dialogues.

-Go over the example(s) if provided to ensure understanding.

-Clarify any key vocabulary or grammar points that might cause difficulty.

Student Work

-Students complete the dialogues individually or in pairs.

-Monitor and provide help as needed.

Check Answers

-Invite pairs of students to perform the dialogues for the class.

-Correct pronunciation, intonation, and grammar gently during feedback.

Extension for Upper-Level Classes

-When students finish, ask them to work with a partner to adapt the dialogues:

-Change names, places, times, objects, or other details.

-Encourage creativity while keeping the dialogue structure.

-Invite a few pairs to perform their adapted dialogues for the class.

Differentiation:

- Complete the dialogues with supportive prompts (e.g., word banks, sentence starters).

Learners complete the dialogues with the words in the box

ANSWERS:

1 anywhere

2 somewhere

3 nothing

4 something

5 everybody

6 everywhere

7 everything

8 anything

9 somebody

10 anybody

11 something

Descriptor:

- complete and perform dialogues using contextually appropriate language

- adapt dialogues with original details

Values of the program “Birtutas