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:
“What do you like to do in your free time?”

Write a few hobbies on the board as students mention them.

Show flashcards or images and ask, “Do you like this hobby?” to engage them.

Vocabulary Introduction

-Introduce 8–10 common hobbies and interests (e.g., playing sports, reading books, watching movies, listening to music, drawing, cooking, dancing, etc.).

-Drill pronunciation and check understanding with quick matching or guessing games.

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

Pictures or flashcards of hobbies

Audio clip or text about hobbies

Reading worksheet or poster

Middle

10 min

Ex: 1 P: 8

Pair Work and Answer Checking:

-Students work in pairs to complete the given activity (e.g., matching sentences to photos or answering questions about photos).

-Teacher monitors and assists as needed.

Once pairs finish, check answers as a whole class, providing immediate feedback.

Cover Answers and Focus on Photos:

-After checking answers, students cover their work.

-The teacher directs students’ attention solely to the photos associated with the activity.

Questioning and Oral Practice:

-The teacher asks specific questions about the photos to elicit spoken responses (e.g., "What’s happening in photo number 5?").

-Encourage full-sentence answers to build speaking confidence.

Differentiation:

-Allow them to keep their books open during the guessing activity.

-Provide sentence starters (e.g., I think it’s photo number... / I see a...).

of labor in human life, family, society

Learners match the words in the box with photos. Then listen and check

ANSWERS

1 photography

2 meeting friends

3 cycling

4 music

5 martial arts

6 books

7 watching TV

8 computer games

9 chatting on the internet

10 sport

11 art

12 animals

Descriptor:

- recall and describe the content of specific photos accurately.

- ask and answer questions about the photos using complete sentences.

Values of the program “Birtutas

tarbiye” – Hard work and professionalism

- Understanding the value

Excellent (3)

- Gives clear, correct, and complete answers.

Good (2)

- Gives mostly correct answers, but sometimes incomplete or unclear.

Student’s book

7 min

Ex: 2 P: 8

Introduction and Explanation:

-Tell students they will complete a questionnaire about their interests.

-Read the introduction to the questionnaire aloud with the whole class to ensure understanding.

Modelling the Task:

-Choose one student and ask them the first question.

-Elicit a full answer from that student using the phrase “I’m into...” to model the expected response.

Explain Questionnaire Navigation:

-Show students how to follow arrows or directions in the questionnaire to find their next question or answer path until they reach the appropriate key.

-Clarify the purpose of the key and how it helps them interpret or categorize their answers.

Pair Work:

-Students work in pairs to take turns asking and answering questions from the questionnaire.

-They follow the arrows, reading the key as they go.

Learners work in pairs. Do the Our interests, our future questionnaire.

ANSWERS

Student’s own answer

Values of the program “Birtutas

tarbiye” – Diligence and professional competence

- Showing respect for work and working people

Descriptor:

- ask and answer questions using the correct structure

- explain the meaning of their final result (key).

Excellent (2)

- Gives clear, correct, and complete answers.

Good (1)

- Gives mostly correct answers, but sometimes incomplete or unclear.

Student’s book

10 min

Ex: 3 P: 8

Introduce and Explain the Key Phrases:

-Read through the list of key phrases aloud with the class.

-Explain the meaning of any difficult phrases or vocabulary to ensure understanding.

Set the Listening Task:

-Tell students they will hear six sentences. Each sentence will include one of the key phrases.

-Instruct students to listen carefully to identify which key phrases appear.

Class Reporting:

-After listening, ask students to work individually or in pairs to recall and report which key phrases they heard.

-Invite volunteers to share their answers with the whole class.

Repeat if Needed (Weaker Classes):

-If students struggled, ask if they want to listen again.

-Play the recording a second time, providing more support if necessary (e.g., pausing after each sentence to discuss).

Differentiation:

- Provide the key phrases in written form before listening.

- Play the recording once and ask students to underline the phrases they hear.

Learners study the key phrases. Then listen to six sentences.

ANSWERS

1 I like (sport).

2 I love (watching TV).

3 I’m interested in (music).

4 I’m not into (martial arts).

5 I’m into (art).

6 I really hate (computer games).

Values of the program “Birtutas

tarbiye” – Justice and responsibility

- Understanding the need and importance of performing important tasks for others

Descriptor:

- recognize the key phrases as they hear them in the sentences.

- use the key phrases in short follow-up speaking or writing tasks.

Excellent (3)

- Clearly understands all or almost all key phrases; able to explain meanings when asked.

Good (2)

- Understands most key phrases, but needs help with a few.

Pictures

8 min

Ex: 4 P: 8

Concept Introduction:

-Explain the meaning of positive and negative.

-Use simple visual aids on the board: write a plus (+) and a minus (–) symbol or draw a happy face and a sad face to illustrate the ideas.

Student Work:

-Students individually complete the task of sorting phrases into positive or negative categories.

Pair Comparison:

-Ask students to compare their sorted answers with a partner.

-Encourage discussion and justification of their choices.

Board Activity:

-Invite individual students to come up to the board.

-Have each student write one or more phrases in the correct positive or negative list.

Reading and Pronunciation:

-After writing, ask the student(s) to read the phrases aloud.

-Provide help with pronunciation and intonation as needed.

Class Check:

-Confirm correct placement with the whole class.

-Clarify any misunderstandings about the meanings of the phrases.

Differentiation:

-Provide example phrases and model sorting before the task.

- Use simpler phrases or pictures to illustrate meanings.

of the Motherland, country, native land

Learners look at the key phrases. Which phrases are positive and which are negative.

ANSWERS

Positive: I really like, I love, I’m into, I’m interested in, I like

Negative: I really hate, I’m not into, I’m not interested in, I don’t like

Values of the program “Birtutas

tarbiye” – Independence and Patriotism

- Knowledge and understanding

Descriptor:

- classify phrases as positive or negative.

- pronounce the phrases correctly when reading aloud.

Excellent (2)

- Fully understands positive and negative meanings; applies correctly without help.

Good (1)

- Mostly understands, with occasional errors or need for clarification.

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

End

5 min

Reflection:

- What new hobbies or interests did I learn about today?

- How comfortable do I feel talking about hobbies in English?

- Which activity helped me the most—listening, reading, or speaking?

- What was the most challenging part of the lesson?

- How can I practice talking about hobbies and interests outside of class?

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:

Teacher writes the question on the board:
“What do you like doing in your free time?”

Students think-pair-share and say their answers.

Teacher writes examples on the board.

Pre-reading

-Introduce 6–8 hobby words that will appear in the text (e.g., swimming, painting, listening to music, reading, cooking, cycling).

-Use pictures and choral repetition for pronunciation.

-Quick activity: “Stand up if you like…” game.

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

 Reading text about people’s interests

 Vocabulary list

 Comprehension questions

Middle

10 min

Ex: 1 P: 10

Photo Observation:

-Ask students to look carefully at the photos on page 10.

-Encourage them to observe details like objects, expressions, clothing, or setting.

Guessing Interests:

-Invite students to guess what interests or hobbies the three people in the photos might have.

-Encourage full-sentence answers (e.g., “I think she likes painting because she has brushes.”).

Class Idea Sharing:

-Write students’ guesses on the board as they share them.

-Do not confirm or deny the ideas yet — keep the discussion open and encourage creative thinking.

Follow-up:

-Later in the lesson or activity, confirm or revise the guesses after reading a text, listening to a recording, or revealing answers.

Differentiation

-Provide guiding questions: What is the person wearing? What do you see?

-Allow L1 support when needed.

Learners look at the photos and about their hobbies.

Values of the program “Birtutas

tarbiye” – Independence and Patriotism

- Ability to express love for one's native land

Descriptor:

- observe and describe visual details in the photos.

- understand and pronounce the target vocabulary (belt, camera)

Excellent (2)

- Gives interesting, logical guesses with clear reasons; shows creativity in ideas.

Good (1)

- Gives logical guesses, but with limited detail or variety.

Student’s book

10 min

Ex: 2 P: 10

Set the Task:

-Explain to students that they will listen to speakers talking about their interests.

-Their goal is to listen carefully and note down as many details as possible about each speaker’s interests.

Listening:

-Play the audio once or twice, depending on class needs.

-Encourage students to focus on specifics like hobbies, reasons for interest, frequency, or related activities.

Post-Listening Discussion:

-After listening, ask students to compare notes in pairs or small groups.

-Encourage them to discuss any differences or missing details.

Class Sharing:

-Invite some students to share interesting or detailed points they noted.

-Clarify any misunderstandings and highlight useful vocabulary.

Differentiation

-Provide a guided note-taking template with prompts like: Who?, What interest?, Why?

Learners read and listen to the text. Check your answers.

ANSWERS

Bayan likes music, Veronika likes football and Alan likes skateboarding.

Values of the program “Birtutas

tarbiye” – Unity and Solidarity

- Being able to defend the results of joint work with others

Descriptor:

- listen actively without looking at the text.

- write down key details about each speaker’s interests

Excellent (3)

- Actively shares notes, compares details, and asks follow-up questions in English.

Good (2)

- Shares notes when prompted but with limited follow-up or detail.

Worksheets

8 min

Ex: 3 P: 10

Reading for Detail:

-Ask students to read the texts again, this time more carefully to find answers to specific comprehension questions.

Answering Questions:

-Students write answers individually.

In a weaker class, instruct students to underline or highlight the exact part of the text where they found each answer to support understanding and evidence-based responses.

Pair Comparison:

-Students work in pairs to compare their answers and discuss any differences.

-Encourage them to explain their reasoning and refer back to the text if needed.

Class Check:

-Conduct a whole-class review to confirm answers and clarify misunderstandings.

-Invite students to share the underlined text as evidence.

Differentiation

- Ask students to find and underline key phrases directly in the text.

Learners read the text again and choose the correct answers.

ANSWERS

1 c

2 b

3 b

4 a

5 c

6 a

Values of the program “Birtutas

tarbiye” – Justice and Responsibility

- Being able to complete what has been started.

Descriptor:

-answer comprehension questions based on the text.

- underline or highlight the part of the text where the answer was found

Excellent (3)

- Actively compares answers, explains reasoning, and refers to text when discussing differences.

Good (2)

- Participates in discussion, but gives short explanations or refers to text only when prompted.

Student’s book

7 min

Ex: 4 P: 10

Highlight Key Vocabulary:

-Point out the blue phrases in the text and explain that these are important vocabulary items to focus on.

-Read the phrases aloud and check pronunciation.

Explain the Gap-Fill Task:

-Show students the gapped sentences numbered 1–6.

-Explain that they need to find the full sentences in the text and write the missing blue words into the gaps.

Check Understanding:

-Discuss the meanings of the blue words and expressions.

-Ask students to translate the key vocabulary into their own language to confirm understanding (if appropriate).

-Use examples or ask concept-check questions to clarify meanings.

Complete the Activity:

Students work individually or in pairs to complete the gap-fill.

Monitor and assist as necessary.

Review Answers:

-Check answers as a class, discussing any tricky vocabulary or phrases.

Differentiation

- Provide a word bank with the missing blue phrases to choose from.

Learners find these sentences in the text. Then complete the sentences with the words in blue.

ANSWERS

1 not mad about

2 prefer

3 especially

4 a … fan

5 good at

6 can’t stand

Values of the program “Birtutas

tarbiye” – Diligence and professional competence

- Showing interest in various professions

Descriptor:

- complete the gapped sentences using the missing blue (key) vocabulary.

- pronounce and use the new words confidently in follow-up activities.

Excellent (2)

- Correctly identifies all or almost all blue phrases in the text.

Good (1)

- Identifies most blue phrases, with minor omissions.

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

Student’s book

End

5 min

Reflection:

- What new words or phrases about interests did I learn today?

- How well did I understand the text?

- Which part of the reading was easiest for me?

- Which part was most difficult?

- How can I improve my reading skills when understanding texts about interests?

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:

-Teacher shows some items from their own bag or desk (phone, pen, book).

-Say: “This is my phone. I’ve got a phone.”

-Ask: “What have you got today?” and elicit answers.

Vocabulary Presentation

Present 8–10 common possessions using flashcards or real objects.

Drill pronunciation.

Play a quick memory game: teacher hides a flashcard, students guess which one is missing.

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!”

 Pictures or real objects for vocabulary

 Worksheets with grammar exercises

 Speaking prompt cards

Middle

7 min

Ex: 1 P: 11

Explain the Task:

-Tell students they will complete grammar rule sentences from memory.

-Specify that the sentences focus on correct subject pronouns and forms of the verb have (e.g., have/has).

Review Context:

-Quickly review subject pronouns (I, you, he, she, it, we, they) and the verb have forms.

-Model a couple of examples orally to refresh memory.

Complete from Memory:

-Ask students to complete the rule sentences without looking at notes or texts, relying on what they remember.

-Encourage them to write the correct pronouns and verb forms in the gaps.

Pair Check and Class Feedback:

-Students compare answers with a partner.

-Review answers as a class, clarifying common errors and reinforcing correct usage.

Differentiation:

-Allow students to refer back to the text while completing the sentences.

Value: Stress diligence through practicing grammar recall without immediate reference, building independent knowledge.

Learners complete the sentences from the text. Then complete rules.

ANSWERS

1 has got

2 haven’t got

3 hasn’t got

4 haven’t got

5 ’ve got

Rules

I, we

2 he

3 haven’t

4 hasn’t

5 ’ve

Values of the program “Birtutas

tarbiye” – Justice and Responsibility

- Honesty and fairness

Descriptor:

- complete the gapped sentences using vocabulary from memory.

- can use the recalled vocabulary in new contexts

Excellent (2)

- Actively compares answers, discusses differences, and helps partner understand.

Good (1)

- Compares answers with partner but limited discussion or explanation.

Student’s book

8 min

Ex: 2 P: 11

Individual Matching Task:

-Give students 3–5 minutes to work individually.

-They match a list of questions with the correct short answers (e.g., Yes, I have. / No, she hasn’t.).

Explain the Rules Task:

-After the matching, explain that they will complete grammar rules related to the correct form of have used in short answers.

-Highlight that short answers with have often use contracted or auxiliary forms (e.g., “Yes, I have.” / “No, she hasn’t.”).

Complete Grammar Rules:

-Students complete sentences or fill in blanks in the grammar rules using the correct form of have for short answers.

Review:

-Check the answers as a class, clarifying any confusion about the forms and usage

Differentiation:

- Provide a word bank of possible answers and forms of have.

- Allow more time or peer support during matching.

Learners match the questions with the answers. Then complete the rules.

ANSWERS

1 has

2 haven’t

3 hasn’t

Rules

1 has

2 haven’t

3 hasn’t

Values of the program “Birtutas

tarbiye” – Diligence and professional competence – respect

Descriptor:

- match each question with the most appropriate answer.

- complete the task within the given time frame

Excellent (2)

- Correctly matches all or almost all questions with appropriate short answers

Good (1)

- Matches most pairs correctly, with minor mistakes.

Student’s book

10 min

Ex: 3 P: 11

Pair Work Setup:

-Explain the task clearly and allow students to work in pairs to match questions with answers.

-Encourage discussion between partners to decide on the correct matches.

Teacher Modeling:

-Do the first example together with the class.

-Show how the cross (X) or mark is used to indicate a negative answer (e.g., “No, she hasn’t.”).

-Demonstrate how to match the question to the negative short answer.

Clarify Negative Forms:

-Explain that the cross or mark helps signal a negative response, reinforcing understanding of short answers with have/has in negative form.

Monitor and Support:

-Circulate around the class, offering help and correcting errors gently.

Encourage pairs to ask questions if unsure.

Review Together:

-After pairs finish, review answers as a class, revisiting the negative forms and confirming understanding.

Differentiation:

- Teacher models the task clearly, including how to mark negative answers with a cross.

Learners complete the sentences. Use have /Has got, Haven’t/Hasn’t got

ANSWERS

1 We’ve got two dogs.

2 I haven’t got a poster of Johnny Depp.

3 My mum’s got two cars.

4 She hasn’t got a Ferrari.

5 I’ve got a camera.

6 My parents haven’t got a computer

Values of the program “Birtutas

tarbiye” – Diligence and professional competence – respect

Descriptor:

- identify correct matches and recognize negative answers using a cross (X).

- match questions and answers with partner support.

Excellent (3)

- Correctly identifies all or almost all blue phrases in the text.

Good (2)

- Identifies most blue phrases, with minor omissions.

10 min

Ex: 4 P: 11

Model the Example:

-Go through an example question with the class using the provided prompts.

-Write the example question on the board, explaining the structure clearly (e.g., subject + correct form of have + object).

Explain the Task:

-Tell students they will write their own questions using the prompts.

-In a weaker class, instruct students to write short answers that are true for them (e.g., “Yes, I have.” or “No, I haven’t.”).

Writing Time:

-Allow students to work individually to write their questions (and answers if appropriate).

-Circulate to check and support as needed.

Check Questions:

-Review the questions students have written to ensure correct grammar and word order.

Compare Answers:

-Have students share their questions and answers with the class or in pairs.

-Encourage students to listen actively and respond appropriately.

Differentiation:

-Pair weaker students with stronger ones for support.

- Ask students to write both question and answer.

Learners write questions using the prompts. Then ask and answer with a partner.

ANSWERS

1 Has your teacher got a mobile phone?

2 Have your parents got a video camera?

3 Have you got a bicycle?

4 Has your school got a football team?

5 Has your friend got a black belt in taekwondo?

6 Have you got a hobby?

Values of the program “Birtutas

tarbiye” – Diligence and professional competence – respect

Descriptor:

- write clear, correct questions based on given prompts.

- participate in class discussion by sharing answers.

Excellent (3)

- Writes grammatically correct short answers matching the questions (Yes, I have./No, I haven’t.).

Good (2)

- Answers are mostly correct, with occasional errors.

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

End

5 min

REFLECTION.

- What new words about possessions did I learn today?

- How comfortable do I feel using possessive ’s and possessive adjectives?

- Which activity helped me most — vocabulary, grammar, or speaking?

- What part of the lesson was easiest for me?

- What can I do to practice talking about possessions more?

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:

Show pictures of different hobbies (e.g., swimming, reading, dancing, cooking, cycling).

Ask: “What do you like doing in your free time?”

Write student answers on the board.

Pre-listening Vocabulary

Teach / revise 6–8 hobby words that will appear in the listening clips.

Drill pronunciation and use mime or pictures.

Quick matching activity: students match words to pictures.

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

 Audio clip or dialogue script

 Vocabulary list

 Comprehension questions

Middle

7 min

Ex: 1 P: 12

Introduce the Mind Map:

-Show the diagram to the class.

-Explain that the main heading is Hobbies and interests.

-Point out how the words in the box belong to different sections (categories) of the mind map.

Explain Categories (Weaker Class):

-Clarify that Sport, Music, Computers, TV and Cinema are subheadings (smaller groups) under the main heading.

-Use examples to show how words fit under each subheading.

Student Drawing and Categorizing:

-Students draw a similar mind map in their notebooks.

-They write the words from the box under the correct subheadings.

-Students can work individually or in pairs depending on ability and preference.

Extension (Stronger Class):

-Ask students to think of and add one or two more words to each category.

-Encourage sharing of new ideas with the class.

Class Discussion:

-Review some examples from students, discussing why certain words belong in particular categories.

Differentiation:

-Provide a partially completed mind map as a scaffold.

Learners complete the mind map with the words in the box. Write the words under the correct headings

ANSWERS

Sport: team, player, swimming

Music: hip hop, guitar, group, classical

Computers email, website, mouse, laptop

TV and cinema: programme, film, actor

Values of the program “Birtutas

tarbiye” – Independence and Patriotism

– Knowledge of the state language

Descriptor:

- correctly place vocabulary words under appropriate subheadings.

- create their own mind maps, organizing words clearly.

Excellent (3)

- Clearly understands main and subcategories; accurately places words under correct headings.

Good (2)

- Generally understands categories; places most words correctly with minor errors.

Student’s book

8 min

Ex: 2 P: 12

Read and Understand Clues:

-Ask students to carefully read the clues provided.

-Explain any unfamiliar words or phrases to ensure understanding.

Identify the Correct Words:

-Students use the clues to guess or identify the correct vocabulary words.

-Encourage them to think about meanings and context.

Add Words to Mind Map:

-Once students identify the words, they add them to the appropriate sections of their mind maps created in the previous exercise.

-Remind them to place words under the correct subheadings (Sport, Music, Computers, TV and cinema).

Pair or Individual Work:

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

-Review:

Check answers as a class, discussing why each word fits a particular category.

Differentiation:

-Allow students to work in pairs or small groups.

- Read clues aloud and explain difficult words.

Learners read the clues and match with words in the box. Then add the words to the mind map.

ANSWERS

1 drummer, singer (Music)

2 skiing (Sport)

3 director (TV and cinema)

4 webcam (Computers)

5 match (Sport

Values of the program “Birtutas

tarbiye” – Unity and Solidarity

– Being able to work in a team

Descriptor:

- identify words from the given clues.

- match with words

- add the new words to the correct sections of the mind map

Excellent (3)

- Correctly identifies all or almost all vocabulary words from the clues.

Good (2)

- Identifies most words correctly; some minor errors.

Worksheets

Student’s book

10 min

Ex: 3 P: 12

Elicit Examples:

-After students finish their task, invite several students to share their sentences aloud.

-Encourage a variety of examples that include both is (singular) and are (plural).

Focus on Grammar:

-Listen carefully and correct gently any mistakes in the use of is and are.

-Write correct examples on the board to highlight proper subject-verb agreement.

Explain or Remind:

-Briefly explain the rule that is is used with singular subjects, and are with plural subjects.

-Use the examples from students to reinforce understanding.

Practice:

-Optionally, ask the class to repeat the correct sentences chorally or individually for pronunciation practice.

Differentiation:

- Provide visual aids or simple rules to remind them of subject-verb agreement.

-Offer sentence starters with blanks to fill in is or are.

Learners think of people or things.

ANSWERS

1 Jean Claude Van Dame from sci fi film is American actor

Values of the program “Birtutas

tarbiye” – Diligence and professional competence

–Practice self-service

Descriptor:

- produce sentences correctly using "is" and "are."

- demonstrate understanding of singular and plural subjects.

Excellent (2)

- Consistently uses “is” with singular and “are” with plural subjects correctly.

Good (1)

- Mostly correct usage with occasional errors that don’t impede understanding.

10 min

Ex: 4 P: 12

Introduce the Questionnaire:

-Show students the photo and the title of the questionnaire.

-Ask the question: “What is this questionnaire for?”

-Elicit the answer: “To find a friend.”

Reading the Questionnaire:

-Give students time to read through the questionnaire individually or in pairs.

Prediction Task (Stronger Class):

-Ask students to predict the type of information each question will require.

-For example:

- Question 1 might expect a place as an answer.

- Question 2 might expect a number.

- Question 3 might expect a date, etc.

Class Discussion:

-Invite students to share their predictions and justify their ideas.

-Write examples on the board to visualize different answer types.

Differentiation:

- Provide a visual support sheet (icons for place, number, date, etc.).

- Pre-teach or translate key vocabulary.

Learners read the questionnaire. Then listen to the dialogue.

ANSWERS

He asks questions 3, 4, 6, 8, 9 and 10.

Values of the program “Birtutas

tarbiye” – Diligence and professional competence

– Willingness to participate in different types of work

Descriptor:

- identify and understand the purpose of the questionnaire.

- predict the type of information needed for each question (e.g., place, date).

Excellent (2)

- Reads and understands the purpose of the questionnaire clearly and accurately.

Good (1)

- Understands the general purpose but misses some details.

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

End

5 min

Reflection

Review new hobby vocabulary.

Ask a few students to share what they learned about their classmates. Homework: Write 5 sentences about your hobbies and why you like them.

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:

Teacher asks 3–4 easy general knowledge questions orally to the whole class:

How many days are in a year?

What colour is the flag of your country?

Elicit answers and praise correct ones.

Vocabulary & Structure

Review wh-question words: Who, What, Where, When, How, How many.

Give examples:

What is the biggest animal in the world?

How many players are in a football team?

Practice pronunciation and word order.

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

 Quiz cards or question list

 Audio clip or dialogue script

Middle

7 min

Ex: 1 P: 13

Read and Explain the Task:

-Read the task instructions aloud with the class.

-Make sure students understand that they need to complete the sentences first, before looking at the questionnaire.

Sentence Completion:

-Instruct students to fill in the sentences using their own true information.

-Emphasize personal responses to make the task meaningful.

Support for Weaker Students:

-Ask weaker students to copy the sentences into their notebooks.

-Encourage them to write answers that are true for them, ensuring engagement and easier comprehension.

Follow-up:

-After completion, students can compare answers with a partner or use them when answering the questionnaire later.

Differentiation:

-Provide sentence starters or examples.

-Allow extra time for writing and support with vocabulary.

Value: Highlight diligence in carefully following instructions and completing tasks thoroughly.

Learners complete the questions with the words in the box. Then check your answers in the questionnaire.

ANSWERS

1 Who

2 Where

3 When

4 How old

5 How many

Values of the program “Birtutas

tarbiye” – Unity and Solidarity

– Helping those around them

Descriptor:

- complete a set of given sentences based on their own experiences

- copy each sentence into their notebooks

Excellent (2)

- Writes complete, relevant sentences using true personal information confidently.

Good (1)

- Writes mostly relevant responses; some answers may be incomplete or generic.

Student’s book

8 min

Ex: 2 P: 13

Explain the Task:

-Read the instructions aloud with the class.

-Emphasize that students must read each answer first to understand what question is being asked.

Focus on Interrogative Pronouns:

-Review the common interrogative pronouns (Who, What, Where, When, Why, How).

-Discuss briefly when to use each pronoun.

Complete the Questions:

-Students fill in the blanks in the questions using the correct interrogative pronouns based on the answers provided.

Pair or Individual Work:

-Students can work individually or in pairs to discuss and complete the questions.

Review:

-Check answers as a class, explaining why each interrogative pronoun fits the answer.

Differentiation:

-Provide a list of interrogative pronouns as a reference.

-Use sentence starters or examples to support understanding.

Value: Encourage precise and clear questioning to improve interaction skills.

Learners complete the questions to match the answer

ANSWERS

1 How many

2 Who

3 What

4 Where

5 When

6 How old

Values of the program “Birtutas

tarbiye” – Diligence and professional competence

– Labor activities available depending on age

Descriptor:

- read each answer carefully to figure out what question is being asked.

- answer and choose the question

Excellent (2)

- Works confidently alone or cooperatively in pairs, discussing pronoun choices effectively.

Good (1)

- Participates adequately; limited discussion or reliance on partner.