Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

With books closed, ask students what films they have seen recently. Ask if they enjoyed the film and why, or why not. Encourage students to express their opinions.

Ask students what kinds of films and books they enjoy the most, and try to elicit some genres.

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

7 min

Ex: 1 P:56

- Explain the task and focus students’ attention on the books and films pictured.

- Put students into pairs and ask them to match the pictures with the words.

- Monitor students as they work and provide help where necessary.

- Check answers as a class.
While checking, model and drill pronunciation of the words if needed, using choral and individual repetition.

- As a follow-up, focus on the genres that are not illustrated in the pictures.

- Ask students to think of films or stories that match these genres and share their ideas with the class.

Differentiation:

Weaker students: Allow students to point to pictures instead of naming them at first.

Stronger students: Ask them to explain why a film or story belongs to a particular genre.

Values Link – Adal Azamat: Students work cooperatively, respect different tastes in books and films, and practise clear pronunciation and expression.

Students match the words in the boxes with the books and films in the pictures

ANSWERS :

1 a detective story

2 a romance

3 a horror story

4 a fantasy

5 a comedy

6 a musical

7 an adventure story / film

8 a science fiction story / film

Descriptor:

- works in pairs to match the pictures with the correct words.

- identifies genres that are not illustrated.

Total: 2 point

Student’s book

10 min

Ex: 2 P:57

- Explain the task to the class.

- Ask students to read the example together with the class.

- Elicit one or two more possible titles from the class and write them on the board as models.

- Ask students to write their own titles individually.

- Put students into pairs and ask them to guess the genre of their partner’s title.

- Ask students to report back to the class on: their partner’s title, and

the genre they think it belongs to.

Differentiation:

For weaker students: Provide a list of genre words on the board.

For stronger students: Ask them to explain why they chose a particular genre.

Values Link – Students share ideas confidently, listen to their partners, and value different opinions and imaginative thinking.

Students invent titles for books and films using the words and phrases in the boxes.

ANSWERS :

Students’ own answers.

Descriptor:

- writes an original title individually.

- identifies and guesses the genre of a partner’s title.

Total: 3 point

10 min

Ex: 4 P:57

- Explain the task and introduce the focus point of the activity.

- Refer students back to question 6 in the questionnaire.

- Ask a few students to give their answers to this question.

- Ask students to translate the sentence
“I enjoy doing unusual things”
into their own language to check understanding.

- Then elicit some answers to question 5, directing students’ attention to the third sentence.

- Ask students to translate the sentence beginning
“I’d like to work with …”
into their own language.

- Clarify meaning and pronunciation where necessary.

Differentiation:

Weaker students: Write the key sentences on the board and underline important phrases.

Stronger students: Encourage them to explain the difference between I enjoy… and I’d like to….

Values Link – Adal Azamat: Students express personal preferences, respect different interests, and practise thoughtful self-expression.

Students complete the sentences from the questionnaire

ANSWERS:

1 being

2 reading

3 don’t

4 want

5 to work

6 wouldn’t

Negative form of would: wouldn’t Short forms of would: I’d, you’d, he’d, she’d, it’d, we’d, they’d

Descriptor:

- understands the task after teacher explanation and guidance.

- gives oral answers to the target questions.

Total: 3 point

8 min

Ex: 5 P:57

- Give students time to read through the words in the box.

- Explain that they are going to listen and decide which verbs are followed by to + infinitive and which are followed by verb + -ing.

p- Play the CD.
Students listen carefully and complete the task.

- In a stronger class, ask students to write down the sentences they hear.

- Check answers as a class, writing examples on the board.

- Encourage students to record example sentences in their workbooks for future reference.

Differentiation:

Weaker students: Focus on identifying just one example of each pattern.

Stronger students: Ask them to explain why a verb is followed by to or -ing.

Values Link – Adal Azamat: Students listen attentively, organise information accurately, and take ownership of their grammar learning.

Interdisciplinary communication.

(Пәнаралық байланыс)

English + Literature

Story types, themes, characters, language features

Students to read through the words in the box. Listen and decide which verbs

are used with to, and which with -ing

ANSWERS:

to: decide, ’d prefer, need -ing: prefer, love, finish

Descriptor:

- reads the verbs in the box before listening.

- writes full sentences from the recording (stronger learners).

Total: 2 point

End

5 min

FEEDBACK

Class discussion:

Is it good that people like different genres? Why?

Emphasise respect for different tastes.

Homework

Write 6–8 sentences:

Describe your favourite book or film genre and give reasons.

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

Poster