Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

- Activity: Show 2–3 photos of people doing different activities (e.g., reading, playing football, cooking).

- Questions:

“What are these people doing?”

“Who looks busier? Who seems more relaxed?”

- Purpose: Activate prior knowledge, set context for comparisons.

Vocabulary Review

Task: Introduce key verbs and adverbs related to daily activities or hobbies.

Examples: play, study, cook, exercise; always, often, sometimes, rarely.

Activity:

Students match words to pictures or short sentences.

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

Middle

12 min

Ex: 1 P:8

Preparation

Write the adjectives from the exercise on the board or show them on a slide.

Explain that negative adjectives describe something in an unpleasant or undesirable way. Give a few simple examples.

Clarifying Meaning

Weaker class:

Read each adjective aloud and ask for translations into the students’ language.

If some words are unknown, provide simple definitions or use pictures.

Stronger class:

Ask students to write example sentences using each adjective.

Encourage them to guess the meaning from context before confirming with a dictionary.

Completing the Table

Students work individually to sort the adjectives into “Positive” and “Negative” columns.

Remind them to focus on meaning, not just spelling or sound.

Pair Check

Students compare their answers with a partner and justify their choices.

Differentiation:

- show understanding by translating the words into their first language with teacher support.

Values of the program “Birtutas

tarbiye” Honesty: Being truthful about what they know and checking sources (dictionary) for accuracy.

Learners complete the table. Which adjectives are negative?

ANSWERS

1 generous

2 passion

3 moody

4 anxious

5 pessimistic

6 optimism

7 responsibility

8 respect

9 enthusiasm

10 confidence

11 frustrated

Negative adjectives: moody, anxious, pessimistic, frustrated

Descriptor:

- demonstrate their understanding of new vocabulary by either translating the words

- use the words in contextually appropriate sentences

Excellent (3)

- All adjectives are placed correctly in the table; all negative adjectives are identified accurately.

Good (2)

- Most adjectives are placed correctly; one or two mistakes in identifying negative adjectives.

Student’s book

10 min

Ex: 2 P:8

Introduction

Write a short example sentence with a gap on the board:
The weather today is **__**._
Ask: “Should this be an adjective or a noun?”

Remind students:

Adjectives describe people/things (e.g., beautiful, tall).

Nouns name people/things/ideas (e.g., teacher, happiness).

Task Preparation

Weaker class:

Work through the first two or three gaps together.

Decide as a group whether each missing word should be an adjective or a noun.

Highlight the clues (e.g., “before the noun” → adjective, “after a verb like ‘is’” → adjective, “with an article ‘a/an/the’” → noun).

Stronger class:

Ask students to make individual decisions for each gap.

Require them to give a reason (e.g., “It comes after ‘a’, so it’s a noun”).

Pair Work

Students compare their answers with a partner.

They note where they agree and where they differ.

Differentiation:

- Students are supported by translating the new vocabulary into their first language to confirm understanding.

Values of the program “Birtutas

tarbiye” Cooperation – working with a partner to solve the task.

Learners complete the sentences with your own ideas using words in exercise 1.

ANSWERS

Student’s own answer

Descriptor:

- complete the sentences

- using words in exercise 1

Excellent (4)

- Correctly identifies all missing words as adjectives or nouns.

Good3)

- Correctly identifies most missing words (1–2 mistakes).

Worksheets

Stickers

13 min

Ex: 3 P:8

Warm-up

On the board, write:
“My favourite hobby is…”

Ask 2–3 students to answer and briefly say why.

Elicit different types of hobbies (sports, arts, technology, reading, etc.).

Questionnaire Completion

Hand out or display the Hobbies Questionnaire (with 6–10 questions like:

What’s your favourite hobby?

How often do you do it?

Do you prefer doing it alone or with friends?

What equipment or skills does it require?

Students complete it individually.

Pair Comparison

In pairs, students compare answers.

Questions to guide them:

Do you have similar hobbies?

If different, would you like to try your partner’s hobby? Why/Why not?

Differentiation:

- Provide sentence starters or a word bank to support discussion (e.g., “I enjoy ___ because...”, “You need to be ___ to do this hobby”).

Values of the program “Birtutas

tarbiye” Mutual respect – appreciating different hobbies and skills.

Learners complete the Hobbies questionnaire. Then compare your answers with a partner. Do you have the same attitude to hobbies? How are you the same and different?

ANSWERS

Student’s own answer

Descriptor:

- complete a questionnaire about their hobbies

- discuss the hobbies they enjoy and the personal attributes

Total: 3 point

Excellent (3)

- Answers all questions clearly, using full sentences and varied vocabulary.

Good (2)

- Answers most questions clearly, but with limited vocabulary or some incomplete sentences.

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

Pictures

End

5 min

Reflection

- How do I feel about the lesson?

- Did I meet my learning goals?

- What will I try differently next lesson to improve participation or understanding?

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

Pantomime: 'What do you like?

Play the game in 2 groups. One pupil from each group comes to the board and mimes a hobby. The other group tries to guess the hobby. If they guess correctly, they win one point. At the end of the game, the group with the most points is the winner.

T: What do you think about today’s theme?

Setting the aim of the lesson.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle

10 min

Ex: 4 P: 9

Sentence Starter Warm-up

Write on the board:
In life, it’s best not to act too …

Elicit possible endings from students (e.g., quickly, carefully, slowly, angrily).

As they give examples, circle or underline any that are adverbs.

Focus on Target Words

Write the four adverbs on the board:
successfully, generously, anxiously, confidently

Underline the -ly endings.

Ask: “What do these words have in common?” → Elicit They end in -ly and describe actions.

Linking to Adjectives

Explain: These adverbs are formed from adjectives.

Point to each adverb and ask: “What is the adjective?”

successful → successfully

generous → generously

anxious → anxiously

confident → confidently

Adjective vs. Adverb

Write on the board:
Petra is a good singer.
Petra sings well.

Underline good (adjective) and well (adverb).

Explain:

Adjectives modify nouns (good singer – singer is the noun).

Adverbs modify verbs (sings well – sings is the verb).

Highlight that well is irregular and not formed by adding -ly.

Differentiation

- Provide a list of common adjectives and their adverb forms for reference.

Values of the program “Birtutas

tarbiye” Kindness (She helps her friends the most cheerfully in our class.)

Learners complete the examples and the rules in the table

ANSWERS

1 -ly 2 firmly 3 -ily 4 angrily 5 -ally

6 optimistic 7 fast

8 hard

Adverbs from adjectives in exercise 1: successfully, generously, passionately, moodily, anxiously, pessimistically, optimistically, responsibly, enthusiastically, confidently, frustratingly

Descriptor:

- complete the examples and the rules

-make adverbs from adjectives

Excellent (3)

- Spells all adverbs correctly, including special endings (e.g., -y → -ily).

Good (2)

- Makes 1–2 spelling mistakes but meaning is clear.

Student’s book

8 min

Ex: 5 P: 9

Review the Task

Write the verbs in the first box and the adjectives in the second box on the board.

Remind students how to form adverbs from adjectives (add -ly; note irregular forms like good → well).

Model an Example

Write: I speak politely to my elders.

Underline the adverb (politely) and explain that it describes how the action is done.

Guided Practice

Ask students to work individually to create six sentences using a verb + adverb combination.

Encourage them to make sentences that show positive moral behavior (e.g., helping others, speaking kindly, working hard).

Peer Review

In pairs, students read their sentences to each other and check if they are logical and correctly formed.

Board Sharing

Invite 3–4 students to write their best sentences on the board.

Discuss as a class whether the sentences are grammatically correct and whether they reflect good moral values.

Differentiation:

-Provide guided support by reviewing one sentence at a time and prompting with correction questions (e.g., “Is this the right word order?”, “Does the adverb match the verb?”).

Values of the program “Birtutas

tarbiye” Display honesty (I answer questions truthfully.)

Students write six sentences describing how you do different things. Use the verbs in the first box and adverbs formed from the adjectives in the second box.

ANSWERS

Student’s own answer

Descriptor:

- write six sentences describing how you do different things

- use the verbs in the first box and adverbs f

Excellent (2)

- All verbs from the first box are used correctly and match the meaning of the sentence.

Good (1)

- Most verbs are used correctly (1–2 errors).

Worksheets

10 min

Ex: 6 P: 9

Focus on the Example

Write an example on the board:
I speak more politely than my younger brother.
I speak the most politely in my family.

Underline more politely (comparative) and the most politely (superlative).

Elicit More Examples

Ask: Who can make another sentence using “more” or “less” + adverb?

Then ask: Who can make a sentence with “the most” or “the least” + adverb?

Guide students to connect their examples with good behavior.

Clarify the Rule

Explain that we use more / less for comparing two actions, and the most / the least for comparing three or more actions.

Remind them that this works for adverbs (politely, kindly, carefully, etc.).

Check Understanding

Give 3–4 quick oral questions:

Who in this class listens more attentively than you?

Who in your family works the most carefully?

Differentiation:

- Provide sentence frames (e.g., "She runs ___ than me." / "He speaks ___ of all.") and visual aids to support understanding.

Values of the program “Birtutas

tarbiye” Diligence (I work more carefully on my homework than last year.)

Learners study sentences 1–5. How do we form the comparative and superlative forms of adverbs? Complete the table with the words in blue

ANSWERS

We use less and more to form comparative adjectives. We use the least and the most to form superlatives. Comparative adjectives: meaner, more comfortable, less stressful Comparative adverbs: less seriously, more positively, more happily

Superlative adjectives: the most selfish, the least successful, the most optimistic, the richest

Superlative adverbs: the least generously, the most rudely

Descriptor:

- elicit one or two more examples from the class

- complete the table with the words in blue

Excellent (3)

- Correctly forms comparative and superlative adverbs using more, most, less, least consistently

Good (2)

- Mostly correct, with 1–2 minor errors

Pictures

Worksheet

7 min

Ex: 7 P: 9

Introduce the Task

Write the first sentence with a missing word on the board:
She completed the project ______ of all the teams.

Ask students: Is the missing word an adjective or an adverb? Guide them to answer: An adverb.

Ask: What form is it in? → Superlative.

Elicit the correct answer: the most successfully.

Model the Process

Explain that superlative adverbs are formed using the most + adverb (for most adverbs) or by adding -est (for short adverbs).

Give 1–2 more examples orally:

She runs the fastest of all the athletes.

He answered the most politely in the meeting.

Class Check

Invite volunteers to share answers on the board.

Confirm correct forms and pronunciation.

Highlight common mistakes (e.g., using “more” instead of “most” or mixing adjectives/adverbs).

Differentiation:

- Allow students to work in pairs to complete the sentences, encouraging peer support and discussion.

Values of the program “Birtutas

tarbiye” She solved the problem the most fairly of all the judges

Learners complete the sentences with the comparative or superlative form of an adjective or adverb. Use more / less and the most / the least

ANSWERS

1 the most

successfully

2 less pessimistically

3 more carefully

4 less noisy

5 more slowly

6 the least sensitive

Descriptor:

- identify and correctly use superlative adverbs in context

- complete the remaining sentences using appropriate superlative adverbs

Excellent (2)

- Correctly uses superlative forms in all sentences

Good (1)

- Mostly correct superlatives; 1–2 errors

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

End

5 min

FEEDBACK

- How do I feel about the lesson?

- Did I meet my learning goals?

- What will I try differently next lesson to improve participation or understanding?

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:

Display or describe a few images showing children, teenagers, and families from the past and present.

Ask:

“What differences do you notice between these generations?”

“How do you think life was different for young people in the past?”

Encourage students to share briefly with a partner.

Pre-Reading Vocabulary

Identify key vocabulary that may appear in the text, e.g., technology, traditions, leisure, responsibilities, values, communication.

Students work individually or in pairs to:

Guess meanings from context.

Use dictionaries if needed.

Teacher clarifies meanings and pronunciation.

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

Middle

10 min

Ex: 1 P: 10

Preparation & Vocabulary Check

Read through the items in the list with the class.

Check students understand each item.

Weaker class:

Allow students to use dictionaries.

Pre-teach ballroom (a place where people used to go to dance) and big band (a style of jazz music played by a group of twelve to fifteen musicians).

Stronger class:

Elicit guesses or suggestions for unfamiliar vocabulary.

After the first reading, revisit these words and encourage students to use context to deduce meaning.

Discussion Before Reading

In pairs or as a whole class, discuss the provided questions.

Encourage students to share personal experiences or prior knowledge.

Reading

While reading, they focus on finding answers to the questions discussed earlier.

Answer Check & Feedback

Check answers as a class.

Clarify any misunderstandings and reinforce new vocabulary with example sentences.

Differentiation:

- Allow use of dictionaries or pre-teach key terms such as ballroom (a place where people used to go to dance) and big band (a jazz music style played by a large group of musicians).

Values of the program “Birtutas

tarbiye” Cultural awareness: Learning terms like ballroom and big band exposes students to historical and cultural aspects of music and dance.

Learners which of these things do you think were common in the 1950s? Which are common now? Read, listen and compare your answers with the text.

ANSWERS

More common in the 1950s ballrooms, big bands, black-and-white TV

More common now mobile phones, computers, jobs for women, discos, bad language

Descriptor:

- read through the list of vocabulary items

- discuss the related questions in pairs or groups

Total: 2 point

Excellent (3)

- Accurately infers or checks meaning using context or dictionary

Good (2)

- Mostly accurate; minor mistakes in inference or checking

Student’s book

8 min

Ex: 2 P: 10

Task Introduction

Explain to students that they will check their answers carefully using the text.

Differentiation by Class Level

Weaker class:

After answering the questions, students go back to the text and underline the exact words or sentences where they found each answer.

Encourage them to compare with a partner to confirm evidence.

Stronger class:

Ask students to identify any false sentences from the exercise.

They correct these false sentences from memory without looking at the text first.

Then they re-read the text to confirm and adjust their corrections if necessary.

Feedback

Check answers as a class.

Discuss why certain sentences are false and how the correct information is stated in the text.

Highlight useful phrases from the text that helped find the answers.

Differentiation:

- Encourage students to underline or highlight the parts of the text where they found their answers to help them locate evidence and stay focused.

Values of the program “Birtutas

tarbiye” Independent learning: Re-reading the text to confirm answers encourages self-reliance and personal responsibility.

Learners read the text again. Write true or false. Correct the false sentences.

ANSWERS

1 False. The cinema was popular in the fifties.

2 False. A family in her street bought a TV.

3 True.

4 False. She really likes the fashions.

5 True.

6 True.

7 False. People wait longer these days.

8 True

Descriptor:

- read a text and decide whether given statements are true or false

- justify their answers using evidence from the text

Total: 2 point

Excellent (2)

- Correctly identifies all true and false statements

Good (1)

- Mostly correct; minor errors

Worksheets

7 min

Ex: 3 P: 10

Task Introduction

Tell students they will learn about prepositions and how certain adjectives are followed by specific prepositions.

Differentiation by Class Level

Weaker class:

Explain that prepositions are words such as in, from, to, in front of, at, on that usually come before a noun or pronoun.

Give clear examples for different uses:

Place: He lives in Paris.

Position: The book is on the table.

Time: The film starts at nine o’clock.

Method: Shall we walk or go by bus?

Write examples on the board and underline the prepositions.

Stronger class:

Ask students what a preposition is and elicit examples from them.

Have them give example sentences in pairs before you confirm.

Linking Prepositions to Adjectives

Explain that many adjectives are followed by particular prepositions (e.g., afraid of, interested in, good at).

Provide several examples and ask students to identify the adjective and the preposition in each sentence.

Differentiation:

- Clearly explain what prepositions are, using simple definitions and familiar examples (e.g., in, on, at, from, to), and show how they function in sentences.

Values of the program “Birtutas

tarbiye” Social development: Pair and group work for eliciting examples encourages cooperation, respectful listening, and the ability to explain ideas clearly.

Learners complete the sentences with prepositions. Then check your answers in the text

ANSWERS

1 on

2 by

3 about

4 in

5 to

6 for

7 about

Descriptor:

- understand and use common prepositions that follow adjectives correctly

- check your answers in the text

Total: 2 point

Excellent (2)

- Correctly uses prepositions that follow adjectives in all examples

Good (1)

- Mostly correct; minor mistakes

Worksheet

10 min

Ex: 4 P: 10

Task Introduction

Tell students they will practise using prepositions correctly and notice what comes after them in a sentence.

Differentiation by Class Level

Weaker class:

Ask students to first choose the correct prepositions from the options given in the exercise.

Check answers together as a class.

Then tell students to complete the sentences with their own ideas (e.g., “I’m interested in …”).

Stronger class:

Ask students to look again at the sentences in Exercise 3.

Ask: “What part of speech usually follows the preposition?” (Elicit: noun.)

Write examples on the board:

She’s keen on playing tennis.

Are you interested in joining the drama club?

Ask: “What part of speech are the words after on and in?” (Elicit: verb – playing, joining.)

Practice Activity

Students work in pairs to write two original sentences using preposition + noun and two using preposition + verb (-ing form).

Differentiation:

- Have students first choose the correct prepositions.

Values of the program “Birtutas

tarbiye” Independent learning: Asking students to complete sentences with their own ideas promotes self-expression and responsibility for learning.

Learners complete the sentences with the prepositions in the box and your own ideas

ANSWERS

1 of + students’ own answers

2 with + students’ own answers

3 about + students’ own answers

4 at + students’ own answers

5 for + students’ own answers

6 from + students’ own answers

Descriptor:

- complete sentences by choosing the correct prepositions

-use prepositions in the box

Total: 2 point

Excellent (3)

- Chooses the correct preposition for all sentences accurately

Good (2)

- Chooses correct prepositions for most sentences (1–2 minor mistakes)

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

Pictures

End

5 min

FEEDBACK

Have students write or talk about 3 things they learned, 2 things they still want to learn, and 1 question they have.

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 students: “What did you do yesterday? Last week? Last year?”

- Elicit answers and write key time expressions on the board (yesterday, last week, in 2010, etc.).

- Highlight differences in time references: recent past, distant past.

Introduction / Context

Show a timeline on the board with past events (personal or historical).

Model talking about events at different times:

“I watched a movie yesterday.”

“I visited my grandparents last summer.”

“I started school in 2010.”

Emphasize correct verb forms and placement of time markers.

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

Whiteboard / Smartboard

Worksheets with timelines, sentences, and prompts

Flashcards with verbs in past tense

Audio clips or short dialogues (optional)

Middle

10 min

Ex: 1 P: 11

Task Introduction

Ask students to open their books and focus on the timeline provided.

Tell them to re-read the example sentence in the book.

Matching Activity

Students match the events in the sentence to the points or periods shown on the timeline.

Check the matching answers as a class.

Translation Task

Ask students to translate the example sentence(s) into their own language.

Monitor to ensure accurate meaning and tense are preserved in translation.

Grammar Comparison

As a class, discuss how the equivalent tense is formed in the students’ own language.

Highlight any similarities or differences between English and their native language.

Reinforcement

Have students make one or two new example sentences in English that would fit into the same point(s) on the timeline.

Optionally, ask them to translate these new sentences back into their own language to reinforce the connection

Differentiation:

- Provide guided support with matching events on the timeline and offer translated versions of the target sentence.

Values of the program “Birtutas

tarbiye” Cultural awareness: Recognising how different languages express time deepens appreciation of linguistic diversity.

Learners study the timeline and the sentence. Write the events in the correct place on the timeline. Then choose the correct words in the rules

ANSWERS

Recent past:

I visited my gran Earlier past:

she’d found some of her old photos

Rules: a before

b past simple c had

Descriptor:

- read the target sentence again - match each event to its correct place on the timeline

Excellent (3)

- Accurately matches all events to the correct points on the timeline

Good (2)

- Matches most events correctly; minor errors

Student’s book

12 min

Ex: 2 P: 11

Task Introduction

Read the example sentence aloud with the class.

Ask: “Which action happened first?” (Elicit: I saw the film).

Guided Questioning

Move to the next example sentence.

Ask: “Which action happened first?” (Elicit: Alice didn’t have many hobbies when she was a child).

Elicit which verb should be in the past perfect (have) and which should be in the past simple (tell).

Grammar Reminder

Remind students that some irregular verbs have the same form for the past tense and past participle (e.g., cut – cut – cut), while others have different forms (e.g., go – went – gone).

Resource Use

Tell students to refer to the irregular verbs list on page 126 of the Student’s Book for correct forms.

Practice

Students rewrite given sentences, changing the first action to the past perfect and the second to the past simple where appropriate.

In pairs, students make two original sentences using the past perfect with irregular verbs.

Differentiation:

-Provide partially completed sentences and guided practice. Encourage use of the irregular verb list as a support tool.

Values of the program “Birtutas

tarbiye” Social development: Pair and group practice encourages communication, respectful listening, and cooperation.

Learners complete the sentences. Use the past perfect and the past simple in each sentence.

ANSWERS

1 told, hadn’t had

4 was, had left, had found

2 got, went, hadn’t seen

5 hadn’t started, arrived

3 hadn’t invented, was

6 wanted, had had

Descriptor:

- identify the correct sequence of past events

- use the past perfect and the past simple

Excellent (4)

- Accurately uses past simple and past perfect in all sentences; irregular verbs correctly formed

Good (3)

- Mostly correct use of past simple/past perfect; minor errors with irregular verbs

Worksheets

13 min

Ex: 3 P: 11

Task Introduction

Explain to students that they will focus on the logical order of events in sentences.

Tell them that sometimes one fact is the consequence of another.

Guided Example

Read the example sentence with the class.

Ask students to identify which event happened first and which event happened second.

Highlight that the second event may be a result or consequence of the first.

Using Context

Remind students to use context clues in the sentence to understand the sequence.

Point out the importance of time markers such as when, by the time, after in the prompts.

Values of the program “Birtutas

tarbiye” Independent learning: Encouraging students to identify time markers and use context independently promotes self-reliance in problem-solving.

Students complete the sentences using the past perfect and your own ideas

ANSWERS

Students’ own answers

Descriptor:

- complete the sentences

- use the past perfect

Excellent (3)

- Correctly uses a variety of time markers

Good (2)

- Uses time markers mostly correctly; minor errors

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

Student’s book

End

5 min

FEEDBACK

What did the learners learn?

What did/didn’t you like?

What was difficult?

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 students: “Can you remember something special from your childhood?”

- Elicit short answers from a few students.

- Write key vocabulary on the board: memory, childhood, event, remember, first time, when I was…

- Discuss briefly the difference between past simple and past continuous/past perfect for talking about memories.

Pre-Listening

Show students the questions they will answer while listening.

Highlight key words in each question.

Discuss what type of information they might hear (people’s feelings, places, dates, events).

Prediction: Ask students to guess what kind of memories people might talk about.

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 recording of people talking about past events/memories

Transcript of the audio (optional for weaker students)

Worksheets with comprehension questions

Whiteboard and markers

Middle

10 min

Ex: 1 P: 12

Task Introduction

Tell students they will work with collocations (words that often go together) and practise recording them in useful ways.

Differentiation by Class Level

Weaker class:

Elicit translations of the collocations into the students’ own language.

As a class, make example sentences for each collocation together, writing them on the board.

Stronger class:

Encourage students to record each new collocation in their notebooks.

Ask them to write their own original example sentence for each one.

Recording Strategies

Show students that they can use diagrams (such as charts or word webs) to organise collocations.

Demonstrate how to turn these diagrams into spider grams if they prefer a more visual approach.

Practice Activity

Students create either a diagram or a spider gram of today’s collocations.

Stronger students add more collocations they already know in the same group.

Differentiation:

- Focus on oral translation and sentence-building as a class. Provide sentence starters and model diagrams.

Values of the program “Birtutas

tarbiye” Creativity: Using diagrams or spider grams encourages imaginative and personalised ways of storing information.

Learners complete the diagram with the words in the box

ANSWERS

1 model planes

2 clothes

3 music

4 puzzles

5 woodwork

6 sports

7 badges

8 stamps

9 football cards

10 blogs

11 poetry

12 short stories

Descriptor:

- record and use the collocations in their own original sentences

- use the words in the box

Excellent (3)

- All collocations correctly matched; no errors

Good (2)

- Most collocations correct; minor errors

Student’s book

8 min

Ex: 2 P: 12

Task Introduction

Tell students they will first answer questions on their own, then interview a partner, and finally share what they learned.

Individual Work

Students complete the given questions individually in their books or on a worksheet.

Allow enough time for everyone to finish.

Answer Check

Check answers together as a class to ensure everyone has the correct question forms and understands the meaning.

Pair Work

Put students into pairs.

Students take turns asking and answering the questions with their partner.

Encourage follow-up questions for more detail.

Differentiation:

- Provide a model dialogue or sentence frames to support speaking. Allow extra time for preparation.

Values of the program “Birtutas

tarbiye” Social development: Pair interviews encourage cooperation, respectful listening, and meaningful conversation.

Learners choose the correct words to complete the questions. Then ask and answer in pairs.

ANSWERS

1collect

2 write

3 make

4 make

5 written

6 do

7 do, make

Students’ own

answers.

Descriptor:

- complete a set of personal questions individually

- work in pairs, asking and answering the questions

Excellent (2)

- Forms all questions correctly, using appropriate grammar and word order

Good (1)

- Forms most questions correctly; minor errors

Student’s book

10 min

Ex: 3 P: 12

Photo Discussion

Direct students’ attention to the photos in the book.

Elicit what the photos show.

Ask whether the photos are modern or old (Elicit: old).

Context Setting

Tell students they will hear people talking about the past.

Briefly discuss what kinds of topics or vocabulary might come up when talking about the past.

Vocabulary Preview

Allow students time to read through the words in the box.

Check meaning of any unfamiliar words as a class.

Listening Task

Students listen to the audio and match the words in the box with the people speaking.

Play the audio a second time if needed for accuracy.

Feedback & Reinforcement

Check answers together as a class.

Ask students to explain which part of the listening helped them choose each word.

Differentiation:

- Pre-teach key words, pause the recording after each speaker, and allow repeated listening.

Values of the program “Birtutas

tarbiye” Cultural awareness: Old photos provide opportunities to discuss past lifestyles, traditions, and history, fostering respect for cultural heritage.

Learners listen to the dialogues. Match two words with each of the people in the photos 1–4

ANSWERS

1 Michael: money, test

2 Maxine: uniform,

 upset

3 Clare: party, married

4 Joey: uncle,

 Tickets

Descriptor:

- read the words in the box before listening

- match each word to the correct person based on what they hear

Excellent (3)

- Correctly matches all words with the corresponding people without assistance

Good (2)

- Correctly matches most words; minor errors

Worksheet

7 min

Ex: 4 P: 12

Concept Check

Check that students understand the meaning of positive and negative.