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 who has seen a good film recently. Elicit some titles.

Ask: Would you recommend this film? Explain the meaning of the question if necessary.

Choose one of the titles, and ask who has not seen this film.

Ask the class: Do you think … would enjoy this film?

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:62

- Explain the task and refer students to the photo.

- Ask students to discuss where Tom and Caitlin could be, using clues from the picture.

- Put students into pairs or small groups to share ideas.

- Monitor discussions and encourage students to give reasons for their guesses.

- Elicit a few ideas from the class without confirming the answer yet.

Differentiation:

Weaker students: Provide sentence starters (e.g. They could be in…).

Stronger students: Provide sentence starters (e.g. They could be in…).

Values Link – Adal Azamat: Students make predictions thoughtfully, listen to others, and explain ideas politely.

Students look at the photo where Tom and Caitlin

ANSWERS :

Tom and Caitlin are in the library. They are choosing a film.

Descriptor:

- makes predictions about where Tom and Caitlin could be.

- uses appropriate language to express possibility.

Total: 2 point

Student’s book

8 min

Ex: 2 P:62

- Explain the task and read the instructions with the class.

- Check that students understand what information they should listen for.

- Clarify that this task focuses on the general meaning of the dialogue and that students do not need to understand every word.

- Ask students to read and listen to the dialogue.

- Students answer the question in the instructions.

- Check answers as a class, confirming the main idea of the dialogue.

Differentiation:

For weaker students: Reassure them that missing some words is normal.

For stronger students: Ask them to explain how they identified the general meaning.

Values Link – Students focus on meaning rather than perfection and learn to listen effectively without anxiety.

Students listen to the dialogue what type of film does Tom choose?

ANSWERS :

Tom chooses a comedy

Descriptor:

- reads and listens to the dialogue attentively.

- answers the guiding question accurately.

Total: 2 point

10 min

Ex: 3 P:62

- Give students time to read the key phrases and identify which ones respond to recommendations.

- Ask students if they can remember who said each phrase in the dialogue.

- Play the audio so students can listen to the key phrases in context.

- Ask students to find the key phrases in the dialogue.

- Check understanding by asking students to translate the key phrases into their own language.

- Put students into pairs and ask them to practise the dialogue, focusing on natural intonation.

- Monitor and support students as they practise.

Differentiation:

Weaker students: Model one exchange before pair work begins.

Stronger students: Ask them to perform the dialogue without looking at the text.

Values Link – Adal Azamat: Students practise responding appropriately to advice, listen to others carefully, and support their partners during speaking practice.

Students study the key phrases

ANSWERS:

Respond to recommendations:

I don’t fancy that. I’m not a big fan of …

Tom: What about this one?, I don’t fancy that. I’m not a big fan of … Caitlin: I’d only recommend that if … , If they had (Avatar), I’d recommend that. You might like … , Try this one

Descriptor:

- reads the key phrases and identifies those used to respond to recommendations.

- translates the phrases accurately into their own language.

Total: 3 point

10 min

Ex: 4 P:62

- Explain to students that they are going to hear three sentences.

- Tell students that they need to choose the best response to each sentence.

- Remind students that for this type of task they should:

read all the options carefully before listening, and

think about what kind of sentence they are likely to hear.

- Give students a short moment to read the response options.

- Play the recording.

- Students choose the best response for each sentence.

- Check answers as a class, asking students to explain why a response is correct.

Differentiation:

Weaker students: Focus on identifying keywords that signal the correct response.

Stronger students: Ask them to justify their choices using functional language (e.g. advice, apology, agreement).

Values Link – Adal Azamat: Students prepare thoughtfully, listen attentively, and make informed choices during the task.

Functional Literacy (Функционалдық сауаттылық)

Reading for Meaning

Read the dialogue:

Anna: I prefer watching films at home because it’s more comfortable.
Tom: I don’t like staying at home. I recommend going to the cinema. The screen is bigger and the sound is better.
Anna: That’s a good idea. Maybe we can go this weekend.

Answer the questions:

- What does Anna prefer? Why?

- What does Tom recommend?

- How do they decide in the end?

Students listen to three sentences and choose the correct responses.

ANSWERS:

1 a 2 a 3 b.

Descriptor:

- reads all response options carefully before listening.

- chooses the most appropriate response for each sentence.

Total: 3 point

End

5 min

FEEDBACK

Ask:

Why is it important to give reasons when recommending something?

How do we show respect for different opinions?

Homework

Write 6–8 sentences:

Describe your preferences and recommend a book, film, or activity.

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

Poster