Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

Ask:

With books closed, ask students what they know about the history of cinema. Ask them when people made the first films, and if students have seen any very old films. Ask what the films were like. Elicit that very early films were silent, and were in black and white.

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

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

10 min

Ex: 1 P:58

- Explain the task and read through the words in the box with the class.

- Elicit or explain the meaning of each word, checking understanding before moving on.

- Put students into pairs and ask them to guess the correct order of the words on the timeline.

- Encourage students to discuss their ideas and agree on an order.

- Ask students to check their answers by reading and listening to the text.

- Once they have finished, ask around the class to find out:

who guessed the order correctly, and

which words were the most difficult to place.

- Confirm the correct order together as a class.

Differentiation:

Weaker students: Do the first word together as a class.

Stronger students: Ask them to explain why each word belongs in that position on the timeline.

Values Link – Adal Azamat: Students share ideas respectfully, check their predictions independently, and reflect honestly on their learning.

Students look at the words in the box and guess the correct order on the timeline

ANSWERS :

1 colour

2 sound

3 3D

4 surround-sound

5 computer-generated images

6 digital projectors

Descriptor:

- understands the meanings of the words after teacher explanation and elicitation.

- works in pairs to predict the correct order of the words on a timeline.

Total: 3 point

Student’s book

10 min

Ex: 2 P:58

- Explain the task and give students time to read the study strategy carefully.

- In a weaker class, go through each point of the strategy together and check understanding, using examples where necessary.

- In a stronger class, ask students whether this is something they already do and invite brief comments.

- Ask students to read the text again and answer the questions.

- Encourage all students to follow the study tip step by step by:

underlining the key words in the questions, and

looking for these key words in the text.

- Monitor students as they work and remind them to apply the strategy consistently.

- Check answers as a class, asking students how the strategy helped them find the answers.

Differentiation:

For weaker students: Model the strategy with the first question.

For stronger students: Ask them to explain which part of the strategy was most useful.

Values Link – Students learn how to approach texts strategically, reflect on their learning process, and support fair and thoughtful study practices.

Students find the answers to these questions

ANSWERS :

1 In 1902.

2 There were more than 4,000.

3 They listened to a pianist.

4 Some actors lost their jobs because they didn’t have good voices or because they could not act and speak at the same time.

5 Surround-sound became popular in the 1970s.

6 With future technology it is possible that we will be able to feel a character’s emotions by connecting our bodies to special cinema seats.

Descriptor:

- reads and understands the study strategy with teacher support when needed.

- underlines key words in the questions and locates them in the text.

Total: 3 point

7 min

Ex: 3 P:58

- Explain the task to the class.

- Do the first item together as a model:

- Ask students to read the text carefully.

- Tell them to put their hand up when they find the correct word (viewer).

- Confirm the answer together.

- Ask students to complete the remaining items individually.

- Check answers and spelling by inviting students to come to the board and write the correct words.

- Correct spelling and pronunciation together where necessary.

Differentiation:

Weaker students: Allow pair checking before writing answers on the board.

Stronger students: Ask them to explain how the context helped them choose the word.

Values Link – Adal Azamat: Students participate actively, check spelling carefully, and respect others when sharing answers at the board.

Students look at verbs and find corresponding nouns in the text.

ANSWERS:

1 viewer

2 producer

3 actor

4 projector

Descriptor:

- identifies the correct word in the text during guided practice.

- writes the correct word accurately on the board.

Total: 2 point

8 min

Ex: 4 P:58

- Explain the task to the class.

- In a weaker class, ask students to identify the verb in each sentence first.

- Do the first item together as an example:

Elicit the verb.

Ask students what the noun form of the verb might be.

- Ask students to write the noun form for each verb.

- Tell students to check their answers in a dictionary.

- Check answers as a class, asking students to read out the verb and its noun form.

- Point out clearly that:

there is no fixed rule in English to decide whether a noun ends in -er or -or,

so students need to learn the noun form for each verb individually.

- Write a few examples on the board to reinforce this point.

Differentiation:

Weaker students: Provide dictionary guidance or page references.

Stronger students: Ask them to add one more verb and find its noun form.

Values Link – Adal Azamat: Students learn to use reference tools correctly, accept that language has exceptions, and take responsibility for learning vocabulary accurately.

Functional Literacy (Функционалдық сауаттылық)

Reading for Meaning

Read the short text:

“In the past, films were usually black and white and silent or had simple sound. Today, movies use digital cameras, special effects, and computer graphics. Modern cinemas have big screens and surround sound, which make films more exciting.”

Answer the questions:

1. How were films different in the past?

2. What technology is used in movies today?

3. How does modern technology change the cinema experience?

Interdisciplinary communication.

(Пәнаралық байланыс)

English + ICT

English:
Describing films, giving opinions, comparing past and present

ICT:
Digital cameras, animation, CGI, editing software

Students write a noun ending with the suffixes –er or –or for each definition. Check your answers in a dictionary.

ANSWERS:

1 director

2 speaker

3 conductor

4 inventor

5 painter

6 translator

Descriptor:

- identifies the verb in each sentence.

-uses a dictionary to check and confirm answers.

Total: 2 point

End

5 min

FEEDBACK

- Ask:

Which activity helps your health most?

What new word did you learn today?

- Praise participation and effort.

Homework

Write 5 sentences about activities you do in and out of school.
(Example: I play football after school. It is good for my health.)

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

Poster