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 their favourite film is. Elicit some ideas and ask students to say what they like about the film in particular. Ask which part of the film they like best and which character. Ask students what their favourite book is and why. Ask who wrote the book, then ask where the story happens and who the characters are. Ask which part of the book they like best.

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!”

Middle

7 min

Ex: 1 P:60

- Explain the task and remind students that they have already checked the meanings of the words and completed the table.

- Check answers as a class, eliciting responses from different students.

- Check that students understand the meaning of all the new vocabulary, clarifying any remaining difficulties with simple explanations or examples.

- Model the pronunciation of the following words:

- Ask students to repeat the words chorally, then individually, focusing on stress and clear pronunciation.

- Correct pronunciation where necessary and provide extra drilling if needed.

Differentiation:

Weaker students: Use translation or visual examples to check meaning.

Stronger students: Ask students to use the words in short sentences related to films.

Values Link – Adal Azamat: Students practise careful listening, improve pronunciation, and take responsibility for mastering new vocabulary.

Students check the meaning of the words in the box and complete the table

ANSWERS :

Books only: novelist, best-seller, publisher

Films only: special effects, film director, subtitles, blockbuster, scene, cast, script Both books and films: beginning, ending, theme, plot, character, biography, setting

Descriptor:

- understands the meaning of the new vocabulary items.

- pronounces the words special effects, blockbuster, theme, scene, character accurately after teacher modelling.

Total: 2 point

Student’s book

10 min

Ex: 2 P:60

- Explain the task to the class.

- In a weaker class, ask students to work in pairs and match the definitions with the words.

- In a stronger class, ask students to work individually to complete the matching task.

- Once students have finished, ask them to check their answers in pairs.

- Check answers as a class, clarifying meanings where necessary.

Differentiation:

For weaker students: Provide examples or translation if needed.

For stronger students: Ask them to use the words in short sentences.

Values Link – Students support each other’s learning, work independently when appropriate, and check understanding respectfully.

Students match the definitions with words in exercise 1

ANSWERS :

1 cast

2 blockbuster

3 novelist

4 best-seller

5 biography

6 script

7 subtitles

8 setting

Descriptor:

-complete the quiz in pairs to support each other and build confidence.-2

- look up answers they are unsure about -1

Total: 3 point

10 min

Ex: 3 P:60

- Explain the task and focus students’ attention on the topics in the box.

- Remind students that they can refer back to the vocabulary on page 68 if they need help with meaning.

- Ask students to listen carefully to the speakers.

- Students match the speakers with the correct topics.

- Play the recording again if necessary.

- Check answers as a class, asking students which words or ideas helped them choose each topic.

Differentiation:

Weaker students: Allow them to look at the vocabulary on page 68 while listening.

Stronger students: Ask them to justify their choices using specific details from the listening.

Values Link – Adal Azamat: Students listen carefully, use reference materials independently, and support their answers with evidence.

Students listen to a radio programme. Match the topics in the box with the speakers.

ANSWERS:

1 plot, characters

2 characters, ending

3 plot

4 crime, setting, characters

Descriptor:

- understands the task and focuses on the topics in the box.

- matches each speaker with the correct topic.

Total: 3 point

8 min

Ex: 4 P:60

- Give students time to read through the notes.

- Explain that they are going to listen to the recording again, and this time they should listen for specific information.

- Tell students to complete the text using the information they hear.

- Advise students to read the text first and think about what type of word is needed in each gap (e.g. noun, verb, number).

- In a stronger class, encourage students to complete some gaps from memory first, then use the listening to check their answers.

- Play the recording again.

- Monitor students as they work and support where necessary.

- Check answers as a class, asking students how they identified the correct information.

Differentiation:

Weaker students: Pause the audio after key sections.

Stronger students: Ask them to explain why a particular word fits the gap.

Values Link – Adal Azamat: Students practise listening for detail, plan their answers carefully, and reflect on how strategy helps comprehension.

Functional Literacy (Функционалдық сауаттылық)

Interpreting Meaning

Complete the sentences:

Books are special because they allow readers to ____________________.

Films are exciting because they use ____________________.

Both books and films tell stories, but they ____________________.

Interdisciplinary communication.

(Пәнаралық байланыс)

English + Literature

Story features (characters, setting, plot, description)

Students listen again and complete the notes.

ANSWERS:

1 school

2 theme

3 science fiction

4 author / writer

5 characters

6 fantasy fiction

7 Australian

8 character

Descriptor:

-reads the notes carefully before listening.

- completes the text accurately while listening.

Total: 2 point

End

5 min

FEEDBACK

- Ask:

Which activity helps your health most?

What new word did you learn today?

- Praise participation and effort.

Homework

Write 5 sentences about activities you do in and out of school.
(Example: I play football after school. It is good for my health.)

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

Poster