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 animals.

Ask: What’s this? / Do you like this animal?

Quick brainstorm: students list as many animals as they can in 1 minute.

Presentation

Introduce vocabulary: wild animals (lion, elephant, tiger, bear), domestic animals (cat, dog, cow, horse), and endangered animals (panda, snow leopard, eagle).

Teach adjectives: big, small, fast, slow, dangerous, friendly, beautiful.

Write examples: A lion is big and dangerous. A rabbit is small and fast.

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!”

Formative Assessment

Flashcards or pictures of animals Board/markers Worksheets (matching, gap-fill, short writing task) Audio/video clip (optional)

Middle

10 min

Ex: 1 P:32

In a weaker class, allow students to match the animals with the photos in pairs.

Elicit the answer to the question, but do not check answers to the matching task at this stage.

Task for Less Motivated Learners

- Give students a shorter list of animals (e.g., 4 instead of 8).

- Provide clear picture clues (big, colorful photos).

- Ask them to circle or draw a line to match animals with photos, instead of writing.

- Let them work in pairs, so they feel supported.

- After eliciting the answer to the guiding question, praise their effort (not just accuracy).

Value Link (Adal Azamat):

Honesty and responsibility – Students are encouraged to do the task sincerely, without copying or rushing, showing fairness in group work.

Students match the animals in the box with photos

ANSWERS:

Photo 14 is not an eye. It’s a butterfly wing.

Descriptor:

- identifies animals correctly by matching names with pictures.

- works in pairs, showing respect and cooperation.

- gives an answer to the teacher’s question honestly and responsibly.

Total: 3 point

Student’s book

10 min

Ex: 2 P:32

Read through the key phrases with the class. Explain that some of them relate to the senses of sight and hearing, and some can be used to make general guesses. Students can work in pairs to put each phrase in the correct category.

When you have checked students’ answers, model the pronunciation and check understanding

Value Link (Adal Azamat):

Respect and collaboration – Students cooperate in pairs, listen to each other, and value one another’s contributions.

Learners look at the key phrases. Answer the question.

ANSWERS

Things we see:

It looks like a / an … ; It doesn’t look like a / an …

Things we hear:

It sounds like a / an … ; It doesn’t sound like a / an …

Things we see and hear:

Maybe it’s a / an … ; I’m sure it’s a / an …

Descriptor:

- categorises phrases correctly into “sight,” “hearing,” or “general guesses.”

- works in pairs respectfully, sharing and listening to each other’s ideas.

Total: 3 point

8 min

Ex: 3 P:32

Demonstrate how to use the key phrases in context. Ask students to look at the first picture in the quiz. Say an incorrect sentence, e.g. It looks like an elephant. Elicit that the animal is a whale, and see if students can form an answer with the key phrases, e.g. I’m sure it’s a whale.

Value Link (Adal Azamat):

Responsibility – Learners practise using the correct key phrases, showing effort to apply new knowledge.

Learners compare their answers in exercise 1 using the key phrases

ANSWERS:

1 whale

2 spider

3 owl

4 shark

5 human

6 snake

7 fly

8 seal

9 falcon

10 parrot

11 frog

12 elephant

13 chameleon

14 butterfly

15 crocodile

16 bear

Descriptor:

- uses key phrases correctly in context

- identifies the correct animal from the picture.

- shows respect and honesty when giving or correcting answers.

Total: 2 point

Animals flashcards

7 min

Ex: 4 P:32

Explain to students that they are going to hear some animal sounds and they must discuss what animals they think they are hearing, using the key phrases.

Play the CD, pausing after each animal sound.

Ask some students to say what they think each animal might be, using the key phrases.

Value Link (Adal Azamat):

Respect and cooperation – Students listen to each other’s ideas and accept different guesses politely.

Learners listen and identify the animals. Use the key phrases.

ANSWERS:

1 an owl

2 a fly

3 a frog

4 a falcon

5 a seal

6 a whale

7 a bear

8 a snake

Descriptor:

- identifies animal sounds and suggests answers using the correct key phrases.

- works respectfully in pairs/groups, listening and responding to classmates.

Total: 2 point

End

5 min

FEEDBACK

- Teacher gives feedback.

- Quick quiz: “Name 3 wild animals / 2 domestic animals / 1 endangered animal.”

Draw your favorite animal and write 5 sentences about it.

- Observation during activities (participation, correct use of vocabulary).

- Short written description.

- Oral answers in pair/group work.

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 endangered animals. Ask:

Do you know this animal?

Is it common or rare?

Why do some animals disappear?

Introduce the word “endangered” and explain briefly what The Red List is.

Pre-reading

Pre-teach key vocabulary: endangered, species, protect, habitat, hunt, Red List.

Prediction task: Show the title “The Red List”. Ask: What do you think the text is about?

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!”

Formative Assessment

Reading text about The Red List (adapted for Grade 6 level).

Pictures of endangered animals (e.g., snow leopard, panda, tiger, eagle).

Worksheets with comprehension tasks. Board/markers.

Middle

35 min

Ex: 1 P: 34

Refer students to the title of the article and the question.

Students discuss their answers in pairs.

In a stronger class, ask students to make a note of as many statistics as they can to support their answer

complete the sentences with the correct form of the verbs in brackets

Value Link (Adal Azamat):

Diligence – Stronger students show persistence by supporting answers with facts/statistics.

Learners read and listen to the text

ANSWERS

A person is more dangerous than a shark or a chair.

Descriptor:

- discusses the guiding question in pairs, showing respect for partner’s opinion.

- completes sentences with the correct verb form, demonstrating responsibility in grammar use.

Total: 2 point

Student’s book

https://g.co/gemini/share/ee6ad3735141

Ex: 2 P: 34

Explain that students should now read the text again more carefully to find the specific information. In a weaker class, check key vocabulary, e.g. extinct, before students read.

Ask students to complete the answers individually, then compare their ideas with a partner.

Value Link (Adal Azamat):

Honesty – Students share their own ideas and avoid copying without thinking.

Learners read the text again and choose the correct answers

ANSWERS:

1 a

2 c

3 c

4 c

5 a

Descriptor:

- reads the text carefully to find specific information.

- understands and uses key vocabulary (e.g., extinct) with teacher support.

Total: 2 point

Ex: 3 P: 34

Students check the meaning of the blue words and identify which are verbs (attack and save).

Check understanding of the words and phrases, for example by asking students to use them in sentences.

Task for Less Motivated Learners

- Teacher shows pictures or flashcards for attack (e.g., a lion attacking) and save (e.g., a lifeguard saving someone).

- Ask students: “Which word is this? Attack or save?” (They choose by pointing or circling).

- Give them sentence starters to make it easier:

The lion can … (attack)

The firefighter can … (save)

- Students complete the sentences orally or by filling in the missing word.

Value Link (Adal Azamat):

Responsibility – They complete grammar tasks carefully, applying rules to form verbs correctly.

Learners use the words to complete the sentences.

ANSWERS:

1 attack

4 accidents

2 approximately

5 actions

3 save

6 pollution

Descriptor:

- identifies correctly which blue words are verbs (e.g., attack, save).

- shows understanding of meaning by explaining or giving examples.

Total: 2 point

Pictures

Ex: 4 P: 34

In a weaker class, you could ask students to do this exercise in pairs.

Value Link (Adal Azamat):

Respect – Pairs listen to each other’s ideas politely and value different opinions.

Learners choose the correct words

ANSWERS

1 Her

2 She’s

3 We’re

4 Our

5 He’s

6 His

7 my

8 They’re

Descriptor:

- completes the exercise in pairs, showing cooperation and respect.

- work in pairs to complete the exercise, supporting each other.

Total: 2 point

End

5 min

FEEDBACK

- Review key points: What is the Red List? Why is it important?

- Teacher feedback.

Homework:

Choose one endangered animal, find information about it, and prepare 5 sentences to present in the next lesson.

- Comprehension task answers.

- Participation in discussion.

- Short written task.

Poster

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

Write the structure on the board:
Subject + am/is/are + verb+ing

I am reading.

She is playing.

They are watching TV.

Show examples with pictures: The boy is eating an apple. The girls are dancing.

Practice

Gap-fill exercise:

She ___ (play) football now. → She is playing football now.

They ___ (not / read) a book. → They are not reading a book.

Yes/No questions:

Is she playing the piano? – Yes, she is. / No, she isn’t.

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!”

Formative Assessment

Board/markers

Flashcards or pictures showing people doing activities (running, eating, reading, etc.)

Short video clip (optional)

Worksheets with gap-fill, matching, and sentence-building activities

Middle

7 min

Ex: 1 P: 35

When students have found the sentences, draw attention to the form

Value Link (Adal Azamat):

Responsibility – They pay close attention to the grammar form and try to apply it correctly in later exercises.

Learners complete the sentences from the text on page 34. Then choose the correct words in rules a-c.

ANSWERS:

1 are

2 aren’t

3 is

Descriptor:

- Identifies the target sentences correctly in the text.

- complete the sentences

- choose the correct words

Total: 2 point

Student’s book

8 min

Ex: 2 P: 35

Remind students that they should look for the present continuous forms, not the verbs as they appear here.

Read the verbs and check understanding, then allow students time to read the spelling rules carefully.

Students can work individually to write the verbs, then check their answers in pairs.

Value Link (Adal Azamat):

Honesty – Students try to form the verbs on their own before checking with a partner.

Learners find the present continuous form of verbs 1-6 in the text on page 34. Then read the spelling rules and match the verbs to spelling rules 1-3. Which verb doesn't match any rule?

ANSWERS

1 becoming

2 dying

3 hunting

4 changing

5 running

6 reading

Rule

1 hunt, read

Rule 2 become, change Rule 3 run

die doesn’t match any rule

Descriptor:

- writes verbs correctly in the present continuous form, following spelling rules.

- match the verbs to spelling rules

- works individually with honesty before checking with a partner.

Total: 2 point

10 min

Ex: 3 P: 35

Tell students they are going to listen to seven recordings, and that they should identify what is happening.

Tell students to read the options in columns A and B before they listen, to give them an idea of the context and what they might hear

Value Link (Adal Azamat):

Respect – They listen quietly, allowing classmates to concentrate.

Learners listen to the sounds. Match the things in A with the actions in B. Then write sentences describing the actions using the present continuous.

ANSWERS:

1 Two dogs are running in the park.

2 A parrot is speaking English.

3 A man is attacking a mosquito.

4 A whale is singing to its partner.

5 Children are making a cake.

6 A girl is practising the piano.

7 A lion is having a meal.

Descriptor:

- reads and understands the options in columns A and B before listening.

- identifies correctly what is happening in each recording.

Total: 3 point

10 min

Ex: 4 P: 35

Allow students time to study the picture carefully and read the prompts.

Explain that they should write the negative sentence first, then an affirmative sentence using the word in brackets.

Task for Less Motivated Learners

Look at the picture. Write two sentences.

Prompt: (banana)

❌ Negative: The boy is not eating a banana.

✅ Affirmative: The boy is eating an apple.

Value Link (Adal Azamat):

Diligence – Careful noticing of details shows perseverance and effort in learning.

Learners work in pairs. Read the prompts and look at the picture. Make affirmative and negative sentences using the present continuous

ANSWERS:

1 A child isn’t feeding some bears. She is feeding some ducks.

2 A falcon isn’t sleeping. It is hunting.

3 Two people aren’t watching a chameleon. They are watching the falcon.

4 Three people aren’t swimming. They are running.

Descriptor:

- writes a negative sentence and an affirmative sentence correctly using the given word.

- make affirmative and negative sentences

- works individually with honesty, then compares in pairs respectfully.

Total: 3 point

Pictures

End

5 min

FEEDBACK

Quick quiz: Teacher mimes actions, students say: You are jumping / You are talking.

Review key rule: We use Present Continuous for things happening now.

Homework

Draw a picture of your family at home. Write 5 sentences describing what each person is doing (My mother is cooking. My father is reading.).

- Correct use of Present Continuous in speaking and writing tasks.

- Participation in picture description and pair work.

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 a picture of a lion, a bee, a bird. Ask:

What is it doing? (Possible answers: hunting, making honey, flying away).

Brainstorm: What do animals usually do? (eat, sleep, run, play, hunt).

Presentation

Introduce vocabulary: hunt, hibernate, migrate, sleep, protect, communicate.

Give examples in sentences:

Bears hibernate in winter.

Birds migrate to warm countries.

Bees communicate by dancing.

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!”

Formative Assessment

Flashcards or pictures of animals (lion, bear, bird, bee, dog, etc.)

Short reading text about animal behaviours

Worksheets (matching, true/false, sentence building) Board/markers

Middle

10 min

Ex: 1 P: 36

Refer students to the bold verbs. Tell them to use the Wordlist or their dictionaries to check the meaning of any verbs they do not know.

Refer students to the photos and ask them to choose the correct verbs.

Value Link (Adal Azamat):

Responsibility – Students take ownership of learning by using dictionaries or the Wordlist instead of waiting for answers.

Learners check the meaning of the verbs in bold. Then look at photos 1–6 and choose the correct verbs.

ANSWERS:

1 feeding

3 catching

5 hunting

2 building

4 protecting

6 chasing

Descriptor:

- uses the Wordlist or dictionary independently to find verb meanings.

- choose the correct verbs

- matches the correct verb with the appropriate photo.

Total: 3 point

Student’s book

10 min

Ex: 2 P: 36

Look at the example answer and remind students that we do not use the definite article, the, when we are talking about things in general.

Students complete the sentences with the animals

Task for Less Motivated Learners

Matching & Fill-in Task:

Give students a word box with 5–6 animal names (e.g., lions, cats, dogs, elephants, birds).

Provide incomplete sentences with a clear example already done.

Example:

(Example) Cats are friendly pets.

______ are very big and strong.

______ can fly in the sky.

______ are people’s best friends.

______ live in Africa.

(Students choose the right animals from the box.)

Value Link (Adal Azamat):

Honesty – They check meanings sincerely without guessing or copying.

Learners complete the sentences with names of animals. Compare your answers with a partner

ANSWERS:

1 Snakes

4 Sharks

2 Bears

5 Humans

3 Chameleons

6 Whales.

Descriptor:

- completes sentences correctly with animal names.

- uses grammar rules properly (no the when talking about animals in general).

Total: 3 point

7 min

Ex: 3 P: 36

Explain that students are going to listen to an interview. While they listen for the first time they should look at the photos and identify the ones the speaker is talking about.

Value Link (Adal Azamat):

Respect – They listen to and accept partners’ choices politely during comparison.

Students listen to an interview with Mike. Which of the photos does Mike speak about?

ANSWERS:

He speaks about photos 1, 3, 4 and 6

Descriptor:

- listen to an interview

- identify the ones the speaker is talking about

- identifies correctly which photos the speaker mentions in the interview.

Total: 2 point

Pictures

8 min

Ex: 4 P: 36

Before you play the CD a second time, ask students to read through the gapped text.

Tell students they should try to complete as much information as they can from memory, before they listen again.

Value Link (Adal Azamat):

Diligence – Careful use of reference tools shows persistence in learning.

Learners try to complete the text. Then listen again and check your answers.

ANSWERS

1 two

2 fly

3 25

4 two

5 fish

6 travels

Descriptor:

- reads the gapped text carefully before the second listening.

- completes as much information as possible from memory after the first listening.

Total: 2 point

Animals flashcards

End

5 min

FEEDBACK

- Quick quiz: Teacher asks Which animal hibernates? Which animals migrate?

- Review: Today we learned about animal behaviours: migrate, hibernate, hunt, communicate.

Homework

Choose one animal. Find out one interesting behaviour (e.g., dolphins talk with sounds, elephants never forget). Write 5 sentences about it.

- Participation in matching and speaking activities.

- Correct answers in reading comprehension.

- Short written description of an animal’s behaviour.

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 mimes an action (e.g., reading a book). Ask: What am I doing?

Students guess: You are reading a book.

Write on the board: am/is/are + verb+ing

Presentation

Show a picture of one person: She is playing the piano.

Show a picture of two people: They are playing football.

Write examples on the board (affirmative, negative, questions):

He is running.

She is not (isn’t) sleeping.

What are they doing? They are dancing.

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!”

Formative Assessment

Pictures or flashcards showing people doing different actions (running, playing, eating, reading, dancing).

Worksheets with gap-fill and matching activities.

Board/markers.

Middle

7 min

Ex: 1 P: 37

In a weaker class, you could play the CD again

Value Link (Adal Azamat):

Collaboration – Checking and comparing answers with classmates politely.

Learners complete the questions from the listening on page 36. Can you remember the answers?

ANSWERS:

1 is

2 Is

3 Is

Descriptor:

- listens attentively during the second playback.

- shows diligence by improving or correcting previous answers.

Total: 2 point

Student’s book

8 min

Ex: 2 P: 37

Check understanding by asking and answering some present continuous questions as a class.

Task for Less Motivated Learners

Task: Present Continuous – “Yes/No Hands Up” Game

Teacher asks simple questions about what’s happening right now:

Am I speaking?

Are you writing?

Is she sitting?

Are they talking?

Students answer by:

Raising one hand for Yes

Crossing arms for No

After the quick response, invite a few students to say the full answer:

Yes, you are. / No, we aren’t.

Value Link (Adal Azamat):

Honesty – Giving correct answers (not joking answers) when practicing.

Learners match the questions in exercise 1 with answers a-c. Then complete the rules.

ANSWERS:

1 c

2 a

3 b

Rules: 1 is 2 aren’t

Descriptor:

- match the questions

- correctly forms and answers questions in the present continuous tense.

Total: 2 point

Worksheets

Student’s book

10 min

Ex: 3 P: 37

In a weaker class do another example with the whole class, and then ask and answer.

Value Link (Adal Azamat):

Respect – Listen carefully and don’t interrupt others when they answer.

Learners write questions for the answers using the words in brackets.

ANSWERS:

1 Where are those seals swimming to?

2 Why are they doing that?

3 What is that seal doing?

4 Who is watching the seals in that small boat? 5 Why are they watching the seals?

6 Where is that scientist going?

Descriptor:

- participates in the whole-class example actively.

- use the words in brackets

Total: 3 point

10 min

Ex: 4 P: 37

In a weaker class, get students to form the questions first, then find the answers as a class.

Value Link (Adal Azamat):

Diligence – Trying to make accurate questions before moving to answers.

Learners ask and answer questions about the information in exercise 3.

ANSWERS

1 What is Emi watching? She is watching the seals.

2 Are the seals sitting on the rocks? No they aren’t, they are swimming to the beach.

3 Why are the seals swimming to the beach? Because there are

sharks near.

4 Why is the seal attacking the shark? She’s protecting her baby.

5 Who is counting the seals? The scientists.

6 Where is the scientist going? I don’t know.

Descriptor:

- forms present continuous questions correctly with class support.

- answers questions using the correct short form (Yes, they are / No, she isn’t).

Total: 3 point

End

5 min

FEEDBACK

- Quick round: Teacher asks What are you doing now? (Students answer: I am listening. I am sitting.)

- Review rule: We use Present Continuous for things happening now.

Homework

Draw a picture of your family at home. Write 5 sentences about what they are doing now.

Participation in speaking activities.

Correct use of Present Continuous in gap-fill and picture description.

Poster Success Ladder

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

Ask: How do you usually greet a friend on the phone?

Brainstorm phrases students already know (Hello! Hi! How are you?).

Teacher writes: “Hello – Can I speak to – Just a moment – Thank you – Goodbye.”

Presentation

Present a short model dialogue on the board:

A: Hello, this is Ali. Can I speak to Aida?
B: Hi Ali! This is Aida. How are you?
A: I’m fine, thanks. What are you doing now?
B: I’m doing my homework. Do you want to play football later?
A: Yes, great idea! See you at 5 o’clock.
B: Okay, bye!

Highlight polite phrases: Hello, Can I speak to…, This is…, How are you?, Goodbye.

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!”

Formative Assessment

Board/markers

Dialogue cards (short sample phone conversations) Worksheets (gap-fill dialogues, matching phrases)

Phones (real or toy) for role-play (optional)

Middle

7 min

Ex: 1 P: 38

Remind students that they should use any photos they are given to help them think about the context before they read or listen.

Ask students to identify Tina and say where she is, but do not check their answers at this stage.

Value Link (Adal Azamat):

Respect – Listening carefully when others share their ideas.

Learners look at the photo. Where is Tina?

ANSWERS:

Student’s own answer

Descriptor:

- uses photos to make predictions about context.

- Identifies the character (Tina) and guesses her location.

Total: 2 point

Student’s book

8 min

Ex: 2 P: 38

Students can follow the dialogues in their books as they listen.

Remind them that the information they should listen for on this first hearing is where Tina is, and what she is doing

Value Link (Adal Azamat):

Responsibility – Focusing on the task (location + action) instead of trying to write everything.

Learners listen to the dialogue and check the answers

ANSWERS:

Tina is at the Brighton aquarium. She is looking at sharks.

Descriptor:

- follows the dialogue in the book during listening.

- check the answers

Total: 2 point

Worksheets

10 min

Ex: 3 P: 38

Explain that the blue words in the dialogue are responses to the key phrases. In a weaker class, match the first one together.

Students match the phrases in pairs. To check answers, ask one student to read out a numbered phrase, and another student to give the appropriate answer from the blue phrases.

Task for Less Motivated Learners

Match the Phrase with the Blue Response

Preparation

Provide students with a short list of

3–4 key phrases and the same number of blue responses.

Example:
Key Phrases

How are you?

What are you doing?

Where are you?

Blue Responses
a) I’m fine, thanks.
b) I’m at home.
c) I’m reading a book.

Value Link (Adal Azamat):

Diligence – Match phrases carefully to find the most accurate response.

Learners match the key phrases with the responses in blue in the dialogue. Then listen again and practise the dialogue.

ANSWERS:

1 Yeah, it’s really interesting.

2 Sure.

3 Hi, there.

4 OK, great!

5 I’m at the Brighton aquarium.

6 Fine, thanks

Descriptor:

- matches key phrases with correct blue responses.

- participates actively in pair work.

- listen again and practise

Total: 3 point

Student’s book

10 min

Ex: 5 P: 38

Ask students to look at the mini-dialogue, but not to worry about the blue words at this stage.

Clarify that they may need to put more than one word in each gap.

In a stronger class, check answers by asking a confident pair of students to read the completed dialogue to the class. Ask the rest of the class to say whether their answers are correct.

Value Link (Adal Azamat):

Collaboration – Working together as a class to confirm the correct version.

Learners complete the mini-dialogue with the key phrases. Listen and check. Then practise the mini-dialogue.

ANSWERS

1 It’s

2 What are you doing

3 Are you having

4 if you want

5 Give me

Descriptor:

- completes the gaps in the dialogue with the correct number of words.

- practise the mini-dialogue

- participates respectfully by listening to the pair reading aloud.

Total: 3 point

Student’s book

End

5 min

FEEDBACK

- Ask: What useful phrases do we use when phoning a friend?

- Review and write on the board: Hello, This is…, Can I speak to…, How are you?, Goodbye.

Homework

Write a short telephone conversation (6–8 lines) between two friends making a plan.

Participation in dialogue practice.

Correct use of polite expressions.

Fluency and pronunciation in role-play.

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 if they ever read about animals. Ask them where you can read about animals.

Elicit some answers, for example in an encyclopedia, on the internet or in a magazine.

Setting the aim of the lesson.

The snow leopard is a large cat native to the mountain ranges of Central and South Asia. It is listed as endangered on the IUCN Red List of Threatened Species

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Wildlife photos (printed or on projector) – e.g., lions hunting, birds flying, elephants drinking water. Worksheets with guiding questions. Board/markers.

Middle

12 min

Ex: 1 P: 39

Refer to the model text and make sure that students understand that it is divided into three paragraphs.

In a weaker class, ask them to find the answers in pairs

Value Link (Adal Azamat):

Respect – Listening to each other’s ideas when working in pairs.

Learners read the model text and answer the questions.

ANSWERS:

1 Paragraph

2 describes the life and habitat of the orca. Paragraph

3 describes a problem.

2 Yes, they do.

3 Fish, squid, seals and turtles.

4 Every two or three years.

5 They are becoming extinct because there is pollution in the sea, and they also die in fishing nets.

Descriptor:

- identifies that the text is divided into three paragraphs.

-read the model text

-answer the questions.

Total: 3 point

Student’s book

13 min

Ex: 2 P: 39

Elicit the first pair of sentences and how they can be joined using because. In a weaker class, discuss the function of because. What does the second sentence tell us? (The reason for the first statement.)

Task for Less Motivated Learners

Matching
Give students cards or write sentences on the board:

Group A (Statements):

I stayed at home.

She is happy.

They are tired.

Group B (Reasons):
a. She passed her exam.
b. It was raining.
c. They played football.

Value Link (Adal Azamat):

Diligence – Paying attention to how “because” changes the meaning.

Learners match sentences with using because

ANSWERS:

1 c Orcas are in danger because there is pollution in the sea.

2 e They’re hunting because they’re hungry. 3 a I don’t swim because I don’t like the water.,

4 f She’s having a good time because she’s at the aquarium.

5 b He’s running because he’s late.

6 d They’re hiding because they’re scared.

Descriptor:

- joins two simple sentences correctly using because.

- explains that the second sentence gives the reason for the first.

Total: 4 point

Worksheets

Student’s book

10 min

Ex: 3 P: 39

Check understanding of the key phrases, then ask students to match them to the paragraphs in the model text.

Value Link (Adal Azamat):

Collaboration – Discussing answers politely in pairs or groups if needed.

Learners match the key phrases a-e with paragraphs 1-3 in exercise 1

ANSWERS: