Discipline
Module/unit
Theme of the lesson

«Foreign language»
(Social and Humanitarian Direction)
Legend or Truth
1, Survival Wildest Dream
__________Jamaldinova Z.B

Teacher

Date:
«___» ___2023

General information
Type of the lesson

Lesson objectives

Assessment Criteria

Resources

Course 1 Group 23-7
Assimilation of new knowledge, combined lesson
1) Organize the main points in unsupported extended
talk on a wide range of general and curricular topics,
including talk on a limited range of unfamiliar topics;
2) Express
specific information in unsupported
extended talk on a wide range of general and curricular
topics, including talk on a limited range of unfamiliar
topics
1) Forms and presents clear information to others:
2) Highlights and structures specific information and
main points
text
https://www.youtube.com/watch?v=XF2u8YPADk,
video:
https://www.youtube.com/watch?v=gPMAuHzJ9Ms
PROGRESS OF THE LESSON

Stages of
the lesson

Start of
the lesson
(call
stage)

Midlesson
(Compreh
ension stage)

Planned lesson activities
I. Organization moment.
Goal: creating a collaborative environment.
-«The wish flower» method helps to start the lesson with good
wishes to each other
The aim To develop students speaking skills and create friendly
atmosphere.
II. Updating of prior knowledge
Answers to homework questions
View book trailers
Introduce students to the topic and objectives of the lesson.
III.
Learning new material
1. Pre-text work:
Technique “Brainstorming”

Do you know some information Abylay khan?
Do you watch the film Soul Surfer ?

Resourc
es

Differentiation: “Verbal support” T asks questions connected with the
theme and tries to help Ss to give the correct answer. T asks leading
questions to clarify the theme to the Ss who needs T support.
2. Text work: Reading
Today we will study stories of the people in the texts
Strategy “Forecast by title”.
Assignment: think about what is the Survival?
– Try to predict the content based on the first line of the work:
In 2003 Bethany was surfing in Hawaii when a shark bite her arm off.
Do you think the content of the stories matches the title?
Strategy “Find a match.” Glossary.
Task: find the equivalent of the lexical meaning and the corresponding
translation of the words.
Assignment for students with special educational needs: choose the
correct translation:
Self-assessment based on correct answers on the board.
Differentiation: “Verbal support” T asks questions connected with the
themeand tries to help Ss togive the correct answer.T asksleading
questions to clarify the theme to the Ss who needs T support.
3. Text work: Reading
Technique “Reading to yourself”
Assignment: read the text Against the ODDS
Questions to check the primary perception of the text:
 What happened with Hamilton in Hawaii?
 What was Abylay khan?
Technique “Reflection after the first reading” (audio accompaniment
for students with special educational needs).
Assignment for LA students: for a minute, talk about your actions that
arose while listening to the text.
( took, survived, bit, fell, attacked, lost, cut, learnt )
Post-Reading

Append
ix 2

https://
www.yout
ube.com/w
atch?v=XF
2u8YPAD
k

text
Append
ix 1

“Stopping reading” strategy
Assignment: read the text and complete tasks for the read part of the
text. (Group work, groups are divided by the first letter of their name, 3
groups)Students read the text with stops and discuss the content of the
read text, answer questions and fill out the “Event Map”.
Sir Edmund Hillary was a mountaineer from New Zealand. In 7953, Hillary
was the first man to reach the summit of Mount Everest, with Tenzing Norgay.

1 part: On whose behalf is the story told in the text?
How old was she when the shark attacked?
How can you title this passage?
Part 2: What was the political role of Abylay khan ?
What Khan did reign Dzungars emerged as a key foreign enemy of the
Kazakh Khanate?
Title the passage you read.
Part 3: Which marathon was Morocco taking part?
Why was the boy happy when he learned about his uncle's death?
Title the passage you read.
Strategy: "Event Map"

https://y
outu.be/ZR
PQ7NeSay
U?si=0F7v
rqaPKVHz
vqFM

Aspect
10
Ex. 1,
p.6

Assignment: imagine the storyline in the form of a map, title each part
of the poem using key phrases and quotes.

Text
Appendix
1

Tell me: what is the idea of the author of the work?
Mutual assessment of the groups’ work, each group expresses its
opinion, supplements, offers answers to questions, titles of passages.
3. Post-text work
“Cinemetaphor” strategy
I suggest you watch the video report. (watch video)
All the stories are about people surviving difficult events. All the
people except for Abylay Abilmansur were taking part in sporting
activities when something happened to them. Three of the stories about
problems caused by something natural; a sandstorm,a shark or a failing
rock. Abylay Abilmansur’s story is different because his life was in
danger of other people.
I think the story of Bethany is the most inspiring because we learn
that after the shark attack she continued to surf and win competitions so
she didn’t let her accident stop her from living a full life.
Sir Edmund Hillary was a mountaineer from New Zealand. In 7953, Hillary
was the first man to reach the summit of Mount Everest, with Tensing Norgay
Suggested Answer Key
1 set
2 spotted
3 fought
4 conquer
5 discovered
6 returned
7 failed
8 solved
Answer Key
1 T
2 T
3 F (Only Mallory had fought in World War I.)
4 F (Edmund Hillary and Tenzing Norgay are
generally thought to be the first people to conquer Everest, but could be true as
nobody knows whether Mallory and Irvine reached the summit.)
5 F (Anker found Mallory’s body in 1999.)
6 T
7 F (Anker failed to reach the summit using
outdated equipment.)
8 T

Aspect 10

https://
www.yout
ube.com/w
atch?v=gP
MAuHzJ9
Ms

Aspect
10
Ex. 1,
p.6

Ex. 2,
p.6

Answer Key
1. B (whole text)
2. D (t 11-14)
3. A (I 31-33)
4. C (whole text)
Answer Key
1
He had planned to leave a photo at the summit and this
photo wasn't found on his body.
2 He was using outdated equipment similar to that used by Mallory and
Irviine in 1924.
Answer Key
tallest = highest (adj) brave = courageous (adj) vital = important (adj)
expedition = mission (n) locating = finding f-ing form) outdated = old-fashioned
(adj) certain = sure (adj) accomplishment = achievement (n)

Differentiation:
T asks different questions connected with the theme and tries to help Ss
to give the correct answer. T asks leading questions to clarify the theme to
the Ss who needs T support.
Ss give their possible answers. After that T introduces the aim and
theme of the lesson.
Tasks for low-achievers Filling the worksheets for achievers.
Low-achievers will be given some verbs and they have to match
them with the key sentences.
Functional Literacy: Vocabulary and Word Recognition
Listening and Comprehension
Scaffolding strategy: graphic organizer
Teacher Observation Card
Full
answ
deter
name
ers the
mines
question
the main
s
idea of
the text
End of the
lesson

expla
ins the
author's
position

draw
s
conclusi
ons

expre
sses his
attitude

Reflection
“Continue the Thought” Technique
Today I realized that___________
I wanted ___________________
I will try_______________________
Each group is heard.
VI . Homework:
1. Find and write out proverbs and lines from a work about disaster ;
(for low-achievers)
2. Write words of wisdom, to express own opinion

Ex. 3,
p.6

Ex. 4,
p.6

Ex. 5,
p.7

Ex. 7,
p.7