Unit: 3 Entertainment and Media

Lesson25

School: Alatau

Teacher name:Khonturaeva G

Date: 04.11.2025

Grade: 8v

Number present:

absent:

Lesson title

Television

Learning objectives

8. 2. 6. 1 infer meaning from context in long conversations on most general and academic topics with little support

8. 5. 5. 1 teacher-supported use of arguments in familiar general and educational topics with examples and justifications;

Lesson objectives

Learners will be able to:

- Learn vocabulary to do with television.

- Do a quiz on TV.

- Learn key phrases for comparing opinions.

Value links

The value based on the integrated educational program is to educate students for justice and responsibility

One of the most effective ways to help students take responsibility for their learning is through goal setting

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, ask students what they watched on TV last night. What are their favourite programmes?

Lead - In

Television, sometimes shortened to TV, is a telecommunication medium for transmitting moving images and sound. The term can refer to a television set, or the medium of television transmission. Television is a mass medium for advertising, entertainment, news, and sports.

Ex: 1 p:32

Focus students on the quiz across the bottom of pages 8 and 9. Look at the title and the photos, and ask students what they think it will be about (the history of TV, facts about TV today)

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

Students study the words in blue and put them in the correct list.

ANSWERS :

1 camera

2 remote control

3 character

4 participant

5 viewer

6 presenter

7 programme

8 show

9 channel \

10 broadcast

11 advert

12 series

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Descriptor:

- study the words in blue and put them in the correct list

Point: 2

Main part

35 min

Ex: 2 p:32

• After students have done the quiz in pairs, play the CD so they can listen to two other students talking about the quiz. This dialogue introduces the key phrases in exercise 3.

• Provide students with the answers to the quiz and ask what fact they found most surprising. Model and drill the pronunciation of audience, broadcast and participant

Ex: 3 p:32

• Read the key phrases with the class. • Check answers by pausing the CD after each phrase. When students have listened to the whole recording, model and drill pronunciation of the phrases

Ex: 4 p:32

In a weaker class, read the first opinion and ask a volunteer to read the second speech bubble. Ask students

to read through the topics silently then check any they do not understand with you.

In a stronger class, model the activity by asking a confident student about one of the topics 1–8.

Put students in pairs to continue comparing their opinions. Go round and listen as students are working. Ask

them to try to give reasons for their answers if they can

Students do the TV Quiz with a partner, listen and check the answers.

ANSWERS :

1 a

2 c

3 c

4 b

5 c

6 c

7 a

8 c

Students complete the key phrases with the words in the box.

ANSWERS:

1 my

2 with

3 don’t

4 think

5 sure

6 so

Students work in pairs. Compare opinions about 1-8. Use the key phrases in exercise 3.

ANSWERS:

Student’s own answer

Descriptor:

-do the TV Quiz

-complete the key phrases with the words in the box.

Point: 2

Descriptor:

- complete the key phrases

- use words in the box.

Point: 2

Descriptor:

- work in pairs

- use the key phrases

Point: 2

End

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Unit: 3 Entertainment and Media

Lesson26

School: Alatau

Teacher name:Khonturaeva G

Date: 04.11.2025

Grade: 8g

Number present:

absent:

Lesson title

Television

Learning objectives

8. 3. 3. 1 express opinions with reasoning within the framework of any general and educational topics;

8. 5. 3. 1 write various familiar general and academic topics with uniform grammatical competence;

8. 6. 2. 1 use countable nouns with the words "several, plenty, a large/small number/amount" for countable and uncountable nouns on familiar, general and educational topics;

Lesson objectives

Learners will be able to:

- Practise comparing opinions.

- Revise was, were, there was, there were.

Value links

The value based on the integrated educational program is to educate students for justice and responsibility

To help others and to be fair, kind and willingness to take responsibility.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, ask students what they watched on TV last night. What are their favourite programmes?

Ex: 5 p:33

Allow students time to find the sentences in the quiz and complete them. In a stronger class, you could encourage them to cover the quiz and try to write the correct answers without support. They can check back in the text afterwards

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

Students complete the sentences from the quiz.

ANSWERS :

1 was

2 wasn’t

3 weren’t

4Was

5 was

6 were

7 was

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Descriptor:

- find the sentences in the quiz

-complete the sentences

Point 2

Main part

35 min

Ex: 6 p:33

• Encourage students to read through the whole dialogue quickly to ensure they understand the context.

• Ask students to compare their ideas with a partner before you check answers as a class. You could ask students to read out individual sentences and questions with the gaps completed.

Ex: 6 p:33

After students have completed the questions with the words in the box, check answers. Then put students into pairs to ask and answer the questions.

Ask some students to report back on what they learnt about their partner.

Students complete the dialogue with was / wasn’t and were / weren’t

ANSWERS:

1 was

2 was

3 was

4 Was

5 wasn’t

6 was

7 Were

8 weren’t

9 were

10 weren’t

11 wasn’t

12 was

Students complete the question with the words in the box. Then ask and answer with a partner.

ANSWERS:

1 What was

2 What were

3 Who were

4 How was

5 Were there

Descriptor:

- complete the dialogue

-use was / wasn’t

Point 2

Descriptor:

- complete the question

- ask and answer

Point 2

End

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Unit: 3 Entertainment and Media

Lesson27

School

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Reality TV

Learning objectives

8. 2. 2. 1 understand some specific information on a wide range of general and academic topics in an extended conversation with little support from the teacher or independently;

8. 3. 7. 1 use subject-specific vocabulary and syntax within the framework of general and a number of educational topics;

8. 4. 8. 1 use some unfamiliar digital or print resources to check meaning and expand understanding

Lesson objectives

Learners will be able to:

- Read about reality shows.

- Read for general meaning and specific information.

- Learn about regular and irregular verbs.

Value links

The value based on the integrated educational program is to educate students for justice and responsibility

In front of the class team for the assigned general case feel responsible

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, write the word reality show on the board.

• Elicit the meaning, and ask students what reality shows they watch.

• Ask if they know any reality shows that are about teenagers. Ask if they would like to go on a reality show

Lead - In

From animation to survival epics to superheroes, teen dramas are as unique and varied as real teenagers. To honor the triumphant return of "Never Have I Ever," Indie Wire considers the top of the TV class.

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

Students introduce themselves

Students say different words from the picture

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Main part

35 min

Ex: 1 p:34

Discuss the photos with the class. For each photo, ask:

What can you see? What do you think is happening?

Focus on the title of the text and elicit a translation if necessary. You may need to explain the term Hard reality in L1 – explain that it is an idiomatic expression for a tough or difficult life. It is being used here to suggest that reality shows can be difficult for teenagers.

Students predict which option they think is correct.

When students have listened and read, ask how many answered correctly

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 p:34

Encourage students to find the correct place in the text which contains the information they need, then to read

this section carefully. They should then read all the options to see if any can be eliminated straight away. Remind them

to think of different ways of expressing ideas, for example with the phrase early reality shows, they should focus on the words first reality show and the dates 1948 and 1950.

In a stronger class, ask students to explain how they arrived at their answers

Ex: 3 p:34

Look at the examples with students and remind them that regular verbs end in -ed in the past simple form, and irregular verbs do not end in -ed.

Encourage students to write their answers before checking in the text. When they have finished, they can check the text and correct any mistakes they made.

Ex: 4 p:34

Explain that students should use different verbs from

those in exercise 3. They can use a mixture of regular and

irregular, but at least half of them should be irregular.

• Go round and listen as students are working and check

they are answering correctly

Students look at the photos and the title of the text. What do you think the text is about? Choose the correct answer. Then read, listen and check your answer.

ANSWERS :

c

Students read the text again and choose the correct answers.

ANSWERS :

1 b

2 c

3 b

4 c

5 a

Students write the past forms of the verbs in the box. Then read the text again and check. Which past forms are regular and which are irregular?

ANSWERS:

Regular verbs:

live – lived, show – showed, love – loved, try – tried, attract – attracted, solve – solved, receive – received, follow – followed

Irregular verbs:

make – made, choose – chose, leave – left, win – won, broadcast – broadcasted, become – became, do – did

Students make a list of ten verbs and write the past forms. Check in the irregular verbs list in the Workbook. Then test your partner.

ANSWERS:

Student’s own answer

Descriptor:

- look at the photos

- choose the correct answer

Point 2

Descriptor:

- read the text

- choose the correct answers

Point 2

Descriptor:

- write the past forms

- use past form

Point 2

Descriptor:

- make a list of ten verbs

- write the past forms.

Point 2

End

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Unit: 3 Entertainment and Media

Lesson28

School

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

Language focus: Past simple

Learning objectives

8. 3. 6. 1 in pair, group and whole class work to explain what others said with a sentence or reasoning with some flexibility;

8. 5. 4. 1 to use appropriate style and language form in written genre for general and educational topics;

8.6.10.1 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics;

Lesson objectives

Learners will be able to:

- Learn the negative and question forms of the past simple.

- Practise making negative sentences with the past simple.

- Practise asking and answering questions using the past simple.

Value links

The value based on the integrated educational program is to educate students for justice and responsibility

Learning when to say sorry

Part of learning about responsibility is knowing when to apologize for the negative consequences of our actions.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• Refer students back to the text on pages 10–11 and ask them questions to check comprehension. Ask: Were the first reality shows popular? (Yes, they were.) Were there any adults in Kid Nation? (No, there weren’t.) Were some participants unhappy in Kid Nation? (Yes, they were.)

• Write some regular and irregular verbs on the board and elicit the past simple forms, for example choose, leave, attract, follow.

Lead - In

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

Students introduce themselves

Students say about past events.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Main part

35 min

Ex: 1 p:35

In a weaker class, allow students to complete the sentences in pairs. As a class discussion, ask students to identify the words used to form the negative and question forms (didn’t, did). Ask what happens to the main verb in this case (it stays in the infinitive form).

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 p:35

• Explain that this exercise covers affirmative and negative sentences, and that students are given the verb to use in brackets. In a stronger class, tell students to write each sentence in both the affirmative and negative form.

Ex: 3 p:35

Look at the photo and the title with the class, and ask students what they think the text might be about. Ask them to scan the text quickly to see if they can confirm or amend their ideas. (The text is about a reality TV show featuring cats.)

Students complete the sentences from the text.

ANSWERS :

1 followed

2 attracted

3 didn’t make

4 Did, enjoy

Students complete the sentences with the past simple form of the verbs in brackets.

ANSWERS:

1 broadcast

2 didn’t see

3 won

4 didn’t like

5 made

Students complete the text with the past simple form of the verbs in the box.

ANSWERS :

1 put

5 eliminated

2 recorded

6 didn’t play

3 didn’t complain

7 didn’t win

4 had

8 became

Descriptor:

- complete the sentences from the text

Descriptor:

- complete the sentences with the past simple form of the verbs in brackets.

Descriptor:

- complete the sentences with the past simple form of the verbs in brackets.

-Make CCQ questions

Yes / No

End

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

KWL chart

Unit: 3 Entertainment and Media

Lesson29

School

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

On TV; Past tenses

Learning objectives

8.C1 use speaking and listening skills to solve problems creatively

and cooperatively in groups

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics

Lesson objectives

Learners will be able to:

-Learn vocabulary for television programmes.

- Listen for general meaning and specific details.

Value links

The value based on the integrated educational program is to educate students for justice and responsibility

To help others and to be fair, kind and willingness to take responsibility

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, write the word reality show on the board and elicit that it is a type of TV programme.

• Put students into pairs and give them one minute to write down as many other types of TV programme as they can.

• When time is up, elicit other types of TV programme and write them on the board.

• Ask students what their favourite type of programme is

Lead - In

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .

Students introduce themselves

Students say different words from the picture

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Main part

35 min

Ex: 1 p:36

Students copy and complete the table individually, then compare their answers in pairs. Explain that the words in the box are to be used in the first column, and they should use their own ideas for columns two and three. They can use their dictionaries to check the meaning of new words if necessary.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 p:36

• Tell students that they are going to hear extracts from six TV programmes. They should listen and identify the programme types.

• Remind students to listen to the whole recording to get an idea of context the first time they hear it. The second time they hear it, ask them to identify the words that helped them choose their answers.

Ex: 3 p:36

• Discuss the photos with the class. Explain that they are all from different news stories. Ask students what they can see and what they think the stories might be about.

• Help with new vocabulary and make a note of students’ ideas on the board before they listen.

Ex: 4 p:36

Explain that in this listening task, students should try to focus on the specific information that is required before they listen. Reading the questions and underlining the key information will help them focus on the listening task

Students complete the table with the words in the box and your own answers

ANSWERS :

Students own answers.

Students listen what types of television programme do you hear?

ANSWERS :

medical drama,

chat show,

the news,

talent show, documentary,

sports programme

Students look at the photos. What do you think the news story are about

ANSWERS:

A The Queen has opened a new hospital. B Snow has disrupted traffic.

C A lion has escaped from a zoo and has been returned.

D The woman stopped a bank robber escaping with some money

Students read the questions and underline important word for meaning.

ANSWERS:

1 Who was wearing a green hat?

2 People were driving home when it started snowing.

3 Were the police doing anything?

4 The robber was running to the door when Mrs Banks

stopped him.

5 What was the man doing in the park?

Descriptor:

- complete the table

- use words in the box

Point 2

Descriptor:

- listen six TV programmes

-answer the question

-Make CCQ questions

Yes / No

Descriptor:

- look at the photos

-answer the question

Descriptor:

- read the questions

- underline important word

Point 2

End

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

KWL chart

Unit: 3 Entertainment and Media

Lesson30

School: Alatau

Teacher name: Khonturaeva G

Date: 13.11.2025

Grade: 8V

Number present:

absent:

Lesson title

Past tenses

What people were doing?

Learning objectives

8. 5. 4. 1 to use appropriate style and language form in written genre for general and educational topics;

8.6.10.1 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics;

Lesson objectives

Learners will be able to:

-Learn the form and use of the past continuous.

- Learn the difference between the past simple and the past continuous.

- Use the past simple and past continuous together.

Value links

The value based on the integrated educational program is to educate students for justice and responsibility

In front of the class team for the assigned general case feel responsible

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

Refer students back to the questions in exercise 5 page 12.

Ask them to identify the verbs in the sentences.

Elicit that the verbs are in the past continuous because they are describing an action in progress in the past.

Lead - In

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

Students introduce themselves

Students say different words from the picture

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Main part

35 min

Ex: 1 p:37

Encourage students to complete the sentences from memory, then check their answers on page 12.

Ask a few yes / no questions using the past continuous to elicit short answers

Ex: 2 p:37

Discuss the picture with the class. Ask students to identify

the family members and say what they are doing. They can answer in the present continuous at this stage.

Students write the sentences individually using the past continuous before checking answers in pairs.

Ask two students to model the example exchange. Then let students continue the activity in pairs.

Ex: 3 p:37

Check that students have formed the questions correctly before playing the recording for them to listen and write answers.

Ex: 4 p:37

In pairs, students match the examples with the descriptions, and identify the tenses in each example

Ex: 5 p:37

Look at the example with the class. In a weaker class, remind students that when is used before the past simple and while is used before the past continuous. In a

stronger class, elicit this rule from the students

Students complete the sentences from exercise 5 on page 36 with the words in the box. Then choose the correct words in the rule.

ANSWERS :

1 were

2 was

3 Were

4 weren’t

5 doing

Rule

actions in progress

Students look at the picture. What were the people doing at 2 p.m. yesterday? Write sentences. Then ask and answer with a partner.

ANSWERS :

1 Grandma wasn’t listening to music. She was chatting on

the phone.

2 Mary was watching a film on TV.

3 The dog was eating under the table.

4 Tom and Jen were fighting for the remote control.

5 Mum wasn’t reading the newspaper. Dad was reading the

newspaper.

6 Grandad and the cat were sleeping.

Students’ own answers.

Students write questions using the past continuous. Then listen to part of a film and answer the questions.

ANSWERS:

1 Was Dave joking? No, he wasn’t.

2 Where was Jane going? She was going to Mexico.

3 What was she carrying? She was carrying a bag.

4 How much money was she carrying in it? She was carrying

10,000 dollars.

5 How many people were working in the gang? Three people

were working in the gang.

6 Where was Pete standing? Pete was standing behind Dave

Students match examples 1–3 with descriptions a-c. Which tenses do we use in each sentence?

ANSWERS:

1 c (past continuous, past simple)

2 a (past continuous)

3 b (past simple)

Students write sentences with when / while and the prompts.

ANSWERS:

1 My friend arrived while I was doing my homework.

2 The teacher was talking to us when the bell rang.

3 Dad turned off the TV while we were watching House.

4 Our friends were playing chess when we arrived.

5 I was listening to music when my brother phoned.

Descriptor:

- complete the sentences

- choose the correct words

Point 2

Descriptor:

- look at the picture

- ask and answer

Point 2

Descriptor:

- write questions

- use the past continuous

Point 2

Descriptor:

- match examples

- identify the tenses in each example

Point 2

Descriptor:

- write sentences

- complete the task

Point 2

-Make CCQ questions

Yes / No

End

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster

Unit: 3 Entertainment and Media

Lesson31

School

Teacher name:

Date:

Grade: 8

Number present:

absent:

Lesson title

My news

Learning objectives

8. 2. 5. 1 determine the speaker's point in a long conversation on most general and educational topics with little support;

8. 3. 7. 1 use subject-specific vocabulary and syntax within the framework of general and a number of educational topics;

8. 5. 6. 1 to logically connect a sentence to a paragraph on its own, using the main connectives of common topics;

Lesson objectives

Learners will be able to:

- Listen to a dialogue in which someone talks about their news.

- Learn key phrases for talking about your news.

Value links

The value based on the integrated educational program is to educate students for justice and responsibility

Apologizing can also show that you regret your mistake, that you are willing to take responsibility for it and that you're using it as an opportunity to improve yourself.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, ask students to imagine that they meet a friend that they haven’t seen for a few weeks. Ask: What would you say? What would you talk about?

• Elicit that they would talk about things they have done recently, or things that have happened to them. • Write your news on the board and explain that this means things that have happened to you recently

Ex: 1 p:38

• Look at the photo and elicit ideas about Caitlin’s news. Tell students to look for clues in the photo about her hobby (She’s carrying a guitar, so it is probably about music.).

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

Students introduce themselves

Students say different words from the picture

Students look at the photo. Answer the question

ANSWERS :

Students own answer

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Descriptor:

- look at the photo

-answer the question

Point 2

Main part

35 min

Ex: 2 p:38

• Students follow the dialogue in their books as they listen the first time.

• Ask students why Caitlin is happy. • In a weaker class, ask students if they want to hear the recording again.

Ex: 3 p:38

• Ask students to try to complete the key phrases and identify the speaker from memory, before checking their answers in the dialogue.

• Check answers, then allow time for students to practise the dialogue in pairs.

Ex: 4 p:38

• Explain that students are going to hear a statement, and they should choose the best response to it from the options. Remind them to read through all the options first and try to predict the kind of thing they might hear for each one. In a weaker class, go through item 1 as an example: a would be for bad news, b would be if someone is going to do something, and c would be for good news.

• Allow students time to read the options before they listen.

• Play the CD twice. Students can make notes the first time they listen, then confirm their answers the second time

Ex: 5 p:38

Students can follow the mini-dialogues in their books as they listen.

Ask confident students to perform the two dialogues for the class.

Go through the situations 1–5. In a weaker class, check understanding by giving or eliciting translations.

In pairs, students prepare and perform mini-dialogues for the situations. In a weaker class, tell students to choose three out of the five to cover.

Remind students to use the appropriate key phrases for talking about news.

Go round and listen as students are working.

Students listen to the dialogue. Answer the question

ANSWERS :

Caitlin is happy because she sent a CD of her songs to a TV channel and they asked her in to audition

Students complete the key phrases from the dialogue.

ANSWERS:

1 look (Tom)

2 ’ve got (Caitlin)

3 all about (Tom)

4 kidding (Tom)

5 go (Tom)

6 news (Tom)

7 your (Caitlin)

Students listen and choose the correct answer.

ANSWERS:

1 c

2 b

3 a

4 a

5 a

Students read and listen to the dialogue. Then practice mini- dialogue for situations.

ANSWERS:

Student’s own answer.

Descriptor:

- listen to the dialogue.

- answer the question

Point 2

Descriptor:

- complete the key phrases

- identify the speaker from memory

Point 2

Descriptor:

- listen a staatements

-choose the correct answer.

-Make CCQ questions

Yes / No

Descriptor:

- read the dialogue

- practice mini- dialogue

Point 2

End

5 min

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Home task:

Ss evaluate each other and encourage classmate with phrases like:

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

Poster