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 sharks and ask:

What do you know about sharks?

Do you believe shark attacks are common or rare?

Write students’ guesses on the board (Legend or Truth?).

Teach/Revise key vocabulary: attack, survivor, wound, rescue, escape, struggle, lifeguard.

Prediction task: Ask students to guess what might happen in a shark attack story.

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

Text: A Shark Attack Survivor (adapted article or reading passage)

Projector/board, handouts, pictures of sharks/survival situations

Audio (optional – short news clip or survivor interview)

Middle

10 min

Ex:1 P:5

Preparation & Focus

Direct Ss’ attention to the text and the list of vocabulary words.

Briefly explain the task: Ss must use the provided words to complete the gaps in the text.

Individual Work (Cognitive Development)

Give Ss time to carefully read the sentences and choose the correct words.

Encourage them to think about the meaning of the story and use logical reasoning, not just guessing.

Pair/Group Check (Collaboration)

Ask Ss to compare answers in pairs or small groups.

This promotes peer learning, cooperation, and respect for different viewpoints.

Value Link (Birtutas Tarbiye)

Emphasize values such as helping others, bravery, and responsibility in difficult situations (as shown in the survivor’s story).

Students compare survival stories. Play the Video. Elicit Ss’ answers at the end.

Answers:

1 bit

2 learnt

3 attacked

4 survived

5 lost

6 took

7 fell

8 cut

Descriptor:

- gaps are completed correctly

- sentences make sense and show clear understanding

Excellent (3)

- Sentences make sense and show clear understanding of context.

Good (2)

- Sentences mostly make sense, but a few are unclear.

Student’s book

12 min

Ex:2 P:5

Elicitation (Active Participation)

Ask different Ss around the class to share their answers or retell parts of the survivor stories.

Encourage a variety of responses so that every student has a chance to contribute.

Comparison (Critical Thinking & Communication)

In pairs or groups, Ss compare the stories of the people in the text (e.g., How were their experiences similar? How were they different?).

Highlight key details (e.g., survival strategies, emotions, outcomes).

Whole-class Discussion (Collaboration)

Collect ideas from several groups and write similarities/differences on the board.

Ask guiding questions:

Who showed bravery?

What helped them survive?

What lesson can we learn from their story?

Value Link (Birtutas Tarbiye)

Draw students’ attention to moral aspects of the stories: courage, perseverance, helping others in danger.

Students compare the stories of the people in the text.

Suggested Answer Key

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 are about problems caused by something natural: a sandstorm, a shark or a falling rock. Abylay Abilmansur's story is different because his life was in danger because of other people. Both Bethany Hamilton and Aron Ralston lost one of their arms but managed to sun/ive. Bethany and Aron also had to help themselves out of danger, but Mauro Prosperi had help from a family of nomads.

Excellent (4)

- Clearly explains similarities and differences with examples.

Good (2)

- Mentions similarities or differences but not both, or explanations are simple.

Descriptor:

- identifies key details from both stories

- explains similarities and differences

- gives original, thoughtful ideas different from others.

Worksheets

13 min

Ex: 3 P:5

Elicitation of Opinions (Speaking Practice)

Ask Ss around the class to share their personal opinions about the stories.

Guiding question: “Which story do you think is the most inspiring? Why?”

Encourage a variety of answers, making sure weaker or quieter Ss also get a chance to contribute.

Pair/Group Work (Collaboration)

Ss discuss their opinions in small groups, justifying their choices.

Remind them to listen respectfully to different viewpoints.

Whole-class Discussion (Critical Thinking)

Collect some responses from each group.

Compare reasons given by different Ss (e.g., bravery, survival skills, never giving up, helping others).

Value Link (Birtutas Tarbiye)

Highlight that inspiring stories are not just about surviving danger, but also about values such as:

Bravery (facing fear)

Perseverance (not giving up)

Helping others (solidarity and humanity)

Students discuss about story. Which story do you think is the most inspiring? Why?

Suggested Answer Key

I think the story of Bethany Hamilton 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.

Descriptor:

- Gives a clear, well-explained opinion

- Shares original, thoughtful ideas

Excellent (3)

- Gives a clear, well-explained opinion with reasons.

Good (2)

- Gives an opinion with a simple reason.

Student’s book

End

5 min

Reflection:

- Students complete a short “Fact or Exaggeration?” activity – decide which details in the text sound realistic and which could be dramatized.

- Exit ticket: Write 2 new words learned today + 1 thing you found interesting.

Homework

Write a short paragraph: “If I survived a dangerous situation, my story would be…”

Use at least 5 vocabulary words from the lesson.

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:

- Ask: “What is the wildest dream you’ve ever had – in life or in sleep?”

- Collect a few funny, serious, or surprising answers.

- Write “Legend or Truth?” on the board and explain: sometimes dreams sound like legends, but sometimes they can come true.

- Pre-teach key vocabulary: imagination, ambition, impossible, achieve, legend, reality.

- Prediction task: Show the title The Wildest Dreams – ask Ss: What do you think the story will be about?

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

Remember and recognize the main vocabulary.

Mountaineer Rustam Nabiyev started climbing Mount Manaslu in Nepal. Nabiyev conquers a mountain with a height of more than 8 thousand meters on one hand: he lost his legs as a result of an emergency while serving in the army. The climber himself admitted that the route is very dangerous, but he knows what he is going for.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Text: The Wildest Dreams (adapted passage with both legend-like and realistic elements). Projector/board, worksheet with gap-fill and discussion questions.

Pictures of famous explorers, inventors, dreamers.

Middle

10 min

Ex:1 P:6

Teacher’s Role

Read out the questions from the textbook/worksheet clearly and slowly.

Pause after each question to let students think.

Student Participation

Elicit students’ guesses orally (accept a variety of answers, even if not correct).

Encourage students to justify their guesses briefly (e.g., “I think it is about … because …”).

Classroom Interaction

Write some of the guesses on the board.

Compare different answers (showing there can be multiple ideas).

Value Link (Birtutas Tarbiye)

Emphasize respect for different opinions.

Highlight that predicting before reading helps develop curiosity, creativity, and critical thinking.

Students introduce the topic of a text

Suggested Answer Key

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.

Descriptor:

- makes guesses for several questions

- gives original and thoughtful guesses.

- listens carefully and reacts respectfully

Excellent (3)

- Actively makes guesses for several questions.

Good (2)

- Makes at least one guess.

Student’s book

8 min

Ex:2 P:6

Teacher’s Role

Refer students to the Word List at the back of their books.

Instruct them to find the given target words and check their meanings.

Student Activity

Students work individually to look up the meanings.

They underline or note the words in their notebooks.

Classroom Interaction

After a few minutes, ask for volunteers to read out the meanings in their own words.

Clarify pronunciation and usage if needed.

Value Link (Birtutas Tarbiye)

Encourage independent learning skills (students learn to use resources by themselves).

Foster responsibility and self-confidence when using dictionaries/word lists.

Promote respect when listening to classmates’ answers.

Students complete the sentences. Using these words

Answers:

1 set

2 spotted

3 fought

4 conquer

5 discovered

6 returned

7 failed

8 solved

Descriptor:

- finds and writes all meanings correctly.

- uses the Word List independently

- use new words in own sentence correctly.

Excellent (2)

- Finds and writes all meanings correctly

Good (1)

- Finds most meanings correctly (1–2 errors).

Worksheets

7 min

Ex: 3 P:6

Teacher’s Role

Read out the given sentences one by one.

Give students time to listen carefully and then read through the text silently.

Student Activity

Students decide whether each sentence is True or False based on the text.

If false, they underline the part of the text that proves it and correct the sentence.

Classroom Interaction

Call on various students to share their answers with the class.

Encourage them to explain why the sentence is false and provide the correct version.

Write a few corrected sentences on the board for everyone to see.

Value Link (Birtutas Tarbiye)

Develop honesty and accuracy by checking information carefully.

Encourage students to respect different opinions and politely correct mistakes.

Promote responsibility in learning by supporting answers with evidence from the text.

Students read for specific information and listen to and read the text to find out.

Answers:

1T

2T

3F

4F

5F

6T

7F

8T

Descriptor:

- Identifies all true/false sentences correctly

- refers to the text to justify answers.

- shares corrections clearly and confidently

Excellent (2)

- Identifies all true/false sentences correctly and corrects false ones accurately.

Good (1)

- Identifies most correctly (1–2 errors).

Student’s book

10 min

Ex: 4 P:6

Teacher Input

Read the Study Skills box aloud.

Ask Ss to read the questions silently.

Identifying Key Words

Give Ss time to underline key words in each question.

Elicit answers: “Which words are most important here?”

Finding Synonyms

Ask Ss to suggest synonyms for the key words.

Write a few on the board.

Highlight: “Finding synonyms helps us understand questions better.”

Reading & Answering

Ss read the text carefully.

Decide the correct answers from the options.

First individually, then compare in pairs/groups.

Class Feedback

Elicit answers from different Ss.

Ask: “Which key words helped you choose this answer?”

Value Reflection (Birutás Tarbiye)

Discuss: “Why is it important to be responsible and careful when answering questions?”

Students read for specific information. Read the text again. For each question choose the best answer.

Answers:

B (whole text)

D (t 11-14)

A (I 31-33)

C (whole text)

Descriptor:

- correctly underlines key words.

-suggests clear and correct synonyms.

- chooses all correct answers using text evidence.

Excellent (3)

- Correctly underlines all key words

Good (2)

- Underlines most key words.

End

5 min

Reflection:

- Quick activity: Ss write down one “wildest dream” they have for their future.

- Volunteers share. Class guesses: Legend or Truth?

- Exit ticket: Each student writes one new word learned + one inspiring idea from the lesson.

Homework

Write a short paragraph: “My wildest dream and how I could achieve it.”

Use at least 5 new vocabulary words from the lesson.

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 images of extreme weather (floods, hurricanes, blizzards).

- Ask: “Which of these have you seen or experienced?”

- Brainstorm: What extreme weather events happen in Kazakhstan / the world?

Introduce key vocabulary: storm, hurricane, tornado, flood, drought, heatwave, blizzard, lightning, destruction.

Quick matching task (word → definition/picture).

Prediction: “What dangers do you think people face during extreme weather?”

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

Text: short article/story about extreme weather (e.g., hurricane, flood, blizzard, heatwave). Pictures/videos of extreme weather events.

Worksheets: vocabulary tasks, True/False statements, discussion questions.

Middle

10 min

Ex:1 P:8

Task Explanation

Tell Ss: “You will read the sentences and choose the correct word from the options.”

Value focus: responsibility (working carefully), honesty (choosing answers fairly), cooperation (respectful checking).

Individual Work

Ss complete the task on their own.

Remind them to read carefully and think before choosing.

Pair/Group Checking

Ss compare their answers with a partner or group.

Encourage respectful discussion: “Why do you think this is the correct word?”

Class Feedback

Check answers together.

Ask different Ss to explain why the chosen word is correct.

Value Reflection

Ask: “Why is it important to be responsible when choosing answers?”

Conclude: “We practise honesty and respect when we check our answers fairly.”

Students choose the correct word

Answers:

1 made

2 achieved

3 numb

4 surrounded

5 goal

Descriptor:

- chooses correct words.

- explains why the chosen word is correct.

- completes task on time.

Excellent (3)

-Chooses all correct words.

Good (2)

- Chooses most correct words (1–2 errors).

Student’s book

8 min

Ex:2 P:8

Task Explanation

Explain: “Look at the incomplete headlines. Use the correct words from the text to complete them.”

Individual Work

Ss complete the headlines on their own.

Encourage them to think about which word best fits the meaning.

Pair/Group Checking

Ss compare their headlines in pairs or groups.

Ask: “Why did you choose this word?”

Value Reflection

Ask: “Which headline is the most interesting? Why?”

Emphasize: “By using new words, we show responsibility for learning. By listening to others’ answers, we show respect and cooperation.”

Students complete the headlines

Answers:

A mystery

B body

C documentary

D summit

E feat

Descriptor:

-completes headlines with correct words.

- uses vocabulary in an original and interesting way.

Excellent (2)

- All headlines completed with correct words.

Good (1)

-Most headlines correct (1–2 errors).

Worksheets

7 min

Ex: 3 P:8

Task Instructions

Explain: “Read the sentences and choose the correct preposition from the options given.”

Individual Work

Ss complete the task on their own.

Remind them to think about meaning, not just guessing.

Pair/Group Checking

Ss compare their answers in pairs or small groups.

Ask: “Why did you choose this preposition?”

Class Feedback

Check answers together on the board.

Invite Ss to explain their choices.

Value Reflection

Ask: “Why is it important to be responsible when choosing the correct words?”

Conclude: “By practising prepositions carefully, we show responsibility and respect for learning.”

Students choose the correct preposition.

Answers:

1 on

2 for

3 in

4 at

5 from

Descriptor:

- chooses correct prepositions.

- explains why the preposition is correct.

- completes the task on time.

Excellent (2)

- Chooses all correct prepositions.

Good (1)

- Chooses most correctly (1–2 errors).

Student’s book

10 min

Ex: 4 P:8

Task Instructions (2 min)

Explain: “Look at the pictures and write the correct word under each one. Use the word list to help you.”

Individual Work (5–7 min)

Ss complete the labelling task on their own.

Pair/Group Checking (3–4 min)

Ss compare answers with a partner or group.

Ask: “Which word matches this picture? Why?”

Class Feedback (5 min)

Check answers together.

Invite different Ss to come to the board and write the correct labels.

Value Reflection (2–3 min)

Ask: “How did labelling pictures help you learn new words?”

Conclude: “When we use words correctly, we show responsibility. When we listen to others’ answers, we show respect and cooperation.”

Students label the pictures

Answers:

1 thunderstorm

2 blizzard

3 hurricane

4 drought

5 flood

6 tornado

7 heat wave

8 dust storm

Descriptor:

- Llabels pictures correctly.

- uses the correct spelling of words.

-completes all labelling on time.

Excellent (3)

- Labels all pictures correctly.

Good (2)

- Labels most pictures correctly (1–2 errors).

End

5 min

Reflection:

- Quick quiz: Teacher says a definition → Ss say the weather word (e.g., “Very little rain for a long time” → drought).

- Exit ticket: Write 2 new words + 1 tip for staying safe in extreme weather.

Homework

Write a short report: “Extreme weather in my country – causes and effects” (8–10 sentences).

Use at least 5 vocabulary words from today’s lesson.

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 a picture of a person walking into a room. Ask: “What is happening? Is the person in the room or moving?”

- Elicit: Movement → introduce today’s topic: Prepositions of Movement.

Presentation

Write examples on the board with visuals:

She is going into the house.

He is jumping over the fence.

They are walking through the park.

Explain difference:

Prepositions of place = where something is (in, on, at).

Prepositions of movement = direction / where it is going (into, onto, towards).

Drill pronunciation chorally and individually.

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

Flashcards / pictures (people running into a building, jumping over a fence, walking through a park, etc.).

with gap-fill, matching, and sentence-building tasks. Board/markers or projector.

Middle

10 min

Ex:6 P:9

Presentation

Show the pictures (e.g., run across the road, jump over the fence, walk into the room).

Write examples on the board and underline the verb + preposition.

Say: “These are verbs with prepositions of movement. They tell us how and where something moves.”

Value focus: accuracy in expression, responsibility in learning, cooperation in checking answers.

Task Instructions

Explain: “Look at the pictures and use the words from the list in the correct form to complete the sentences.”

Individual Work

Ss complete the gaps individually.

Encourage them to look carefully at the picture clues.

Pair Checking

Ss compare their sentences with a partner.

Ask: “Which preposition did you use? Why does it fit?”

Class Feedback

Elicit answers from different Ss.

Write the correct verb + preposition on the board.

Highlight common errors (e.g., run in ❌ vs run into ✅).

Value Reflection

Ask: “Why is it important to use the right preposition? What happens if we choose the wrong one?”

Students complete the sentences with the verbs in the list in the correct form

Answers:

1.sailing

2. swimming

3. fell

4. circled

5. ran

6. threw, pulled

Descriptor:

- chooses correct verb + preposition

- uses the correct form of the verb

- completes all sentences.

Excellent (3)

- Chooses correct verb + preposition in all sentences.

Good (2)

- Most correct (1–2 errors).

Student’s book

10 min

Ex:7 P:9

Presentation

Write examples on the board: make a decision, make friends, do homework, do exercise.

Explain: “Collocations are two or more words that often go together. If we use the wrong word, it sounds unnatural.”

Value focus: responsibility in learning, accuracy, and developing systematic habits.

Task Instructions

Explain: “Complete the task by deciding whether each collocation goes with make or do.”

Example: ___ your bed → do your bed (correct: make your bed).

Individual Work

Ss complete the exercise on their own.

Dictionary Check

Ss check their answers in dictionaries.

Teacher monitors and supports weaker Ss.

Notebook Activity

Ask Ss to add collocations to their “Collocations Section” in their notebooks in alphabetical order.

Example: under C → make a choice; under H → do homework.

Class Feedback & Reflection

Elicit correct answers.

Ask: “Why is it important to use collocations correctly?”

Conclude: “Being careful with collocations shows responsibility in communication. Writing them neatly in order shows discipline and respect for learning.”

Students complete the gaps. Choose five collocations and make sentences

Answers:

1.do

2. Make

3.make

4. do

5.do

6.make

7.make

8.do

9.make

10.do

Descriptor:

- chooses make/do for collocations.

- uses dictionary independently and effectively.

- writes collocations neatly and alphabetically.

Excellent (3)

- Correctly chooses make/do for all collocations.

Good (2)

- Mostly correct (1–2 errors).

Worksheets

7 min

Ex: 8 P:9

Presentation (5 min)

Write examples on the board: say/tell, borrow/lend, bring/take, fun/funny.

Briefly explain the difference with simple examples.

Say → He said hello.

Tell → She told me a story.

Value focus: clarity in communication, responsibility in using words correctly.

Task Instructions (2 min)

Explain: “Read each sentence carefully and choose the correct word from the options.”

Example: He (borrowed / lent) me his book → lent.

Individual Work (5–7 min)

Ss complete the task individually.

Peer Check (3–4 min)

Ss compare their answers with a partner and discuss any differences.

Class Feedback (5 min)

Elicit answers from different students.

Highlight common mistakes and explain again with examples.

Value Reflection (2–3 min)

Ask: “Why is it important to use the right word?”

Conclude: “Using the right word shows responsibility, respect for the listener, and makes our communication clear.”

Students choose the correct form

Answers:

1 saw

2 see

3 looking

4 watched

Descriptor:

- chooses the correct form in sentences.

- explains the difference between words confidently.

- completes sentences.

Excellent (2)

- Chooses the correct form in all sentences.

Good (1)

- Mostly correct (1–2 errors).

Student’s book

8 min

Ex: 9 P:9

Presentation

Write common phrasal verbs on the board:

give up (stop doing something)

give in (accept you can’t win / surrender)

give away (donate, reveal)

give back (return something)

Provide simple examples in sentences:

She gave up smoking.

He gave in after a long argument.

Value focus: perseverance, responsibility, generosity.

Task Instructions

Explain: “Complete the sentences using the correct phrasal verb with give.”

Example: I can’t solve this problem, I (give ___). → give up.

Individual Work

Ss complete the exercise individually.

Pair/Group Check

Ss compare answers with a partner/group and discuss differences.

Value Reflection

Ask: “Which phrasal verb reminds us about not giving up in life? Which shows generosity?”

Conclude: “Using language well can teach us values — don’t give up, give back to others, give away to help those in need.”

Students fill in the correct particle

Answers:

1 up

2 out

3 looking

4 watched

Descriptor:

- uses correct phrasal verbs in sentences.

- chooses phrasal verbs that fit the meaning of the sentence.

- completes tasks.

Excellent (2)

- Uses correct phrasal verbs in all sentences.

Good (1)

- 1–2 errors.

End

5 min

Reflection:

- Quick oral quiz: Teacher says a sentence with a missing preposition → Ss shout the answer.

- Exit ticket: Each student writes 2 sentences with prepositions of movement.

Homework

Write a short paragraph (6–7 sentences): “My way to school” using at least 5 prepositions of movement.

Example: “I walk out of my house, go across the road, walk through the park, and up the stairs.”

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:

- Write 3 sentences on the board (one in each past tense). Ask Ss: “What’s the difference?”

- Elicit: finished action, ongoing action, earlier past action → introduce lesson focus.

Presentation

Use timeline diagrams to explain:

Past Simple: yesterday, last week, in 2005, ago

Past Continuous: was/were + -ing, background actions

Past Perfect: had + past participle, action before another past action

Give examples from real life (teacher’s story):

Yesterday, I was cooking when my friend called. But she had already eaten dinner.

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

Timeline diagram (to visualize differences).

Worksheet with gap-fill, error correction, and sequencing tasks.

Short story text with missing verbs.

Middle

10 min

Ex:1 P:10

Lead-in

Direct Ss’ attention to the text.

Ask: “Which words are in bold? What do you notice about them?”

Eliciting

Elicit the bold verb forms from Ss (e.g., went, is going, has gone, will go).

Write them on the board.

Ask Ss: “Which tense do you think this is?”

Task

Give Ss time to match the verb forms with their uses (e.g., Past Simple → finished action in the past).

Feedback

Check Ss’ answers as a class.

Clarify any confusing points with examples.

Reference

Refer Ss to the Grammar Reference section in their books.

Encourage them to revise regularly and use grammar examples in their own sentences.

Value Link (Birutás Tarbiye)

Stress responsibility in learning (checking reference, revising).

Highlight respect for rules (grammar rules are like social rules—both help communication and cooperation).

Students read the text. Identify the tenses. Then match the verbs in bold to their uses.

Answers:

1 past simple -B

2 past continuous - D

3 past simple - F

4 past perfect - C

5 past continuous - G

6 past perfect continuous - A

7 past perfect - E

Descriptor: -identifies all verb forms in bold.

-matches all verb forms with correct uses.

-explain/produce examples of each verb form.

Excellent (3)

- Correctly identifies all verb forms in bold.

Good (2)

- Most correct (1–2 errors).

Student’s book

10 min

Ex:2 P:10

Presentation / Reminder

Quickly revise the difference:

Past Simple → finished actions (e.g., I visited my grandma yesterday.)

Past Continuous → ongoing actions in the past, often interrupted (e.g., I was watching TV when she called.).

Write two examples on the board with time markers (yesterday, while, when).

Explain Task

Tell Ss: “Complete the sentences. Put the verbs in brackets into the Past Simple or Past Continuous.”

Individual Work

Students work individually to fill in the blanks.

Encourage them to underline time markers (when, while, yesterday, at 7 o’clock) to help decide the tense.

Pair Check

Ss compare answers with a partner.

Ask: “Why did you choose that form?”

Value Link (Birutás Tarbiye)

Emphasize accuracy, patience, and responsibility (checking rules before answering).

Show that past stories teach us respect for history and others’ experiences.

Students put the verbs in brackets into the past simple or the past continuous.

Answers:

1 were you doing, was watching, was reading

2 was looking, saw, Did anyone get

3 did they get, lost, started

4 was leaving, caught, Were the passengers

Descriptor:

- verbs correctly in Past Simple or Past Continuous.

- identifies and applies rules with when/while.

Excellent (3)

- All verbs correctly in Past Simple or Past Continuous.

Good (2)

- Mostly correct (1–2 errors).

Worksheets

7 min

Ex: 3 P:10

Presentation / Reminder

Write examples on the board:

Past Perfect: She had finished her homework before dinner. (completed action before another past action).

Past Perfect Continuous: She had been studying for two hours before dinner. (ongoing action up to another past time).

Highlight signal words: before, after, by the time, for, since.

Explain the Task

Tell Ss: “Complete the sentences. Put the verbs in brackets into the Past Perfect or the Past Perfect Continuous.”

Individual Work

Students fill in the blanks individually.

Encourage them to underline signal words.

Pair/Group Check

Ss compare answers in pairs.

Ask: “Why did you choose Past Perfect / Past Perfect Continuous?”

Class Feedback

Elicit correct answers.

Discuss common mistakes and how to avoid them.

Value Link (Birutás Tarbiye)

Stress perseverance and hard work (like continuous actions in the past).

Link to responsibility and respect for time (understanding sequences of actions teaches us to value order and patience).

Students put the verbs in brackets into past perfect or the past perfect continuous

Answers:

1 had you been waiting

2 had drunk

3 had been walking

4 had survived

5 hadn’t you checked

6 had been searching

Descriptor:

- verbs correct in Past Perfect / Past Perfect Continuous.

- applies before, after, for, since.

- completes sentences.

Excellent (2)

- All verbs correct in Past Perfect / Past Perfect Continuous.

Good (1)

- Mostly correct (1–2 errors).

Student’s book

8 min

Ex: 4 P:10

Warm-up / Reminder

Write 4 example sentences on the board (one for each past tense).

Past Simple: She visited her grandmother yesterday.

Past Continuous: She was visiting her grandmother when I called.

Past Perfect: She had visited her grandmother before she went shopping.

Past Perfect Continuous: She had been visiting her grandmother for two hours when it started raining.

Briefly elicit when each tense is used.

Explain the Task

Tell Ss: “Read the sentences carefully. Underline the correct form of the verb.”

Example on the board:
By the time he arrived, we (finished / had finished) dinner.

Individual Work

Students complete sentences by underlining the correct verb form.

Encourage them to notice time markers (yesterday, while, when, before, for, since, by the time).

Pair Check

Ss compare answers in pairs.

Ask: “Why did you choose this tense?”

Class Feedback

Elicit answers from different Ss.

Write correct forms on the board.

Clarify common mistakes (e.g., mixing Past Simple with Past Perfect).

Value Link (Birutás Tarbiye)

Highlight responsibility and discipline (carefully checking rules).

Emphasize respect and patience (listening to classmates’ reasoning).

Stress perseverance (learning from mistakes and trying again).

Students underline the correct item

Answers:

1 went/bought

2 read

3 were driving/broke

4 did you start

5 realised/had lost/stopped

Descriptor:

- chooses correct tenses.

- uses signal words correctly.

- completes tasks.

Excellent (2)

- Chooses all correct tenses.

Good (1)

- 1–2 errors.

End

5 min

Reflection:

- Quick oral quiz: Teacher says an incomplete sentence → Ss complete in correct tense.

When I (arrive) at school, the lesson already (start).

- Exit ticket: Each student writes one Past Simple, one Past Continuous, and one Past Perfect sentence.

Homework

Write a short story (8–10 sentences): “A day I will never forget”.

Use all three past tenses (underline examples).

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 acts out being tired. Says: “I have been running!”