Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

8 min

Greeting. (1min)

T tells the clas. 

Warm up: Prediction strategy(1-2min)

Teacher shows short video clip of Abai’s poem. (without showing the title|author at first, or with subtitles off initially)

After watching, ask prediction questions

Look at the video and predict:

• Who might be the author of such a poem?

• What was his profession?

• What contribution might he have made to Kazakhstan?-students give quick ideas orally

“Cluster method” (3-min)

1. Draw a circle in the center of the board and write: “ABAI”

2. Instruction:

Write one word that describes he was

Students come to the board and create a cluster around the name. Possible words: (Poet, philosopher ,writer, translator, thinker, educator, public figure, composer)

You have written different words describing Abai. Now look at your words carefully. If you word is connected with literature and creativity, join the First group: Literary Abai.

If your word is connected with wisdom and guidance, join the Second group: Wise Abai

-Today our lesson is about “My country. Abai Kunanbaiuly-a famous Kazakh writer”

By the end of the lesson, you will be able to(learning objectives)

-watch the video carefully

-share quick oral predictions

-write one word describing Abai’s role

-come to the board and add their word to the cluster

-analyse similarities between words

-move to the appropriate group (Literary Abai| Wise Abai)

-Justify their choice briefly in English

Descriptor:

-makes a logical prediction about the person

-writes an appropriate word describing Abai’s role in Kazakhstan

-correctly categorizes their word

-explains their choice using at least one reason

-participates actively in group formation

-Students evaluate Self-assessment sheet.

Video material

Student assessment sheet.

Interactive board

Sticky notes

Middle

5 min

New vocabulary:

Religious school-діни мектеп

Classical works- классикалық шығармалар

Local community-жергілікті қауым

Head of family-отбасы басшысы

Wise man-дана адам

Spiritual leader-рухани жетекші

Work in pairs: “Quick activities” Method “Matching”

Grammar material:

Task 1-Pre-reading task.

Method: “Answer the questions”

What do you know about Abai Kunanbayuli?

What kind of poems do you think Abai wrote?

what his most famous book is (The Book of Words).

- Ask students whether they have ever read any part of the book or know what it is about.

- Accept yes/no answers or brief comments.

- Ask for a short summary or opinion.

- Take brief whole-class feedback, confirming key facts and praising contributions.

Differentiation:

Weaker learners: allow short points or notes in L1 if needed.

Stronger learners: encourage fuller explanations in English.

Values Link – Adal Azamat: Respect and cooperation: Students work collaboratively and value each other’s knowledge.

-discuss and match pictures to words

-Say meanings in English|Kazakh

answer the two question

-discuss in groups

-agree on answer

-present justification

Descriptor:

- discusses and matches pictures to new words,

-explains meanings of new words

- identify or recalls his most famous book (The Book of Words).

-Students evaluate themselves independently Total: 2 points

Student’s book

5 min

While-reading stage:

-Read the short text about Abai Kunanbayuli

-Are the sentences true or false.

1. Abai Kunanbayuli studied Russian authors at primary school?

2. His father was important in the local town

3. When he was twenty-eight, he changed career

4. He wrote the poem Summer when he was twelve

5. He wrote fifty books in Russian

6. He changed how people learned and enjoyed stories in Kazakhstan.

- Students read and listen to the text. Are the sentences true or false?

ANSWERS:

1 False. He studied them at secondary school.

2 True.

3 True.

4 False. He was thirty-one when he wrote Summer.

5 False. He translated fifty books from Russian into Kazakh.

6 True

Descriptor:

- reads the questions individually and prepare to listen

- listens (or listens and reads) and answers the questions.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Interactive board

5 min

Post-reading stage:

Task-2. “Think-Check-Prove” strategy: (5min)

-Read the text again and answer the questions:

1. What sort of literature did Abai study at school?

2. Why did he stop working with hes father?

3. When did he start writing poetry?

4. Which authors did he translate?

5. What genre of book is The Book of Words?

Differentiation:

Weaker students: Highlight line numbers or give one more example on the board.

Stronger students: Ask them to write their own sentences using the adverbs they found.

Values Link – Adal Azamat: Critical thinking: Students compare what they already know with new information they find.

Students read the text again and answer the questions.

ANSWERS:

1 He studied Oriental classical literature and read Russian literature.

2 He wanted to study literature.

3 When he was twelve.

4 He translated Tolstoy, Dostoyevsky, Puskin and Turgenev.

5 It’s a non-fiction book on his philosophical thoughts

Descriptor:

- reads all the questions before rereadings the text.

- rereads the text to confirms or completes their answers.

-Students evaluate themselves independently Total: 3 points

Student’s book

Notebooks

-pens

15 min

Task:4 Group work

“Create a comic: A famous Kazakh writer”

-Create a 4-6 panel comic about Abai. Your comic must show his role and influence. Use Short dialogues and clear layout

Differentiation:

Weaker learners:

-use sentence starters(Abai was born in…, He became famous because…)

Stronger learners:

Add moral message, add comparison, use linking words, include philosophical quote.

Values-Adal Azamat

Focus:

• Respect each other’s ideas

• Divide roles fairly

• Make honest contribution

An Adal azamat works responsibly and respects team members

-discuss the task requirements in groups

-brainstorm ideas about Abai’s role and influence

-create a 4-6 panel comic

-write short dialogues using correct layout

-present their comic to the class

-Descriptor:

Learners:

-include clear structure

-present accurate information

-use correct layout

-show creativity and teamwork.

-Students evaluate themselves independently

Total: 3 points

Paper, smarphone or laptop

3min

Plenary stage

Interactive quiz-Worldwall

Aim:

-Consolidate knowledge about Abai

-Check understanding in an engaging way

-Open the Wordwall quiz on the interactive board.

Answer the questions quickly and carefully. Think before you choose.

-Students answer individually (or in teams)

-After each question, briefly confirm the correct answer.

-Read each question carefully

-choose the correct answer

-recall information from the lesson

-answer the teacher’s question

Descriptor:

Learners:

-identify correct information about Abai

-recall key facts from the text

-demonstrate understanding of the topic.

Ex:3, Abai Qunanbayuli - Викторина

Internet conntection

Wordwall link

End

4 min

-“Great job” today, everyone. Let’s reflect quickly before we finish.

Look back at our objectives on the board.

Thumbs up if you think we achieved them!

REFLECTION:

“KWL”

Homework

Write 6–8 sentences:

Why is Abay Qunanbayuli important for Kazakhstan and for young people today?

Teacher’s final evaluation (10-point system)

Teacher:

-Checks students’ scores

-Confirms accuracy

-gives short individual feedback

9-10 points-Excellent

7-8 points –Good

5-6 points – Satisfactory

0-4 points- needs improvement

Interactiveboard