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