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 inventors and inventions.

Ask:

What special talents do inventors need?

Can anyone become an inventor?

Elicit ideas and write key words on the board.

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

7 min

Ex: 1 P: 66

Direct students’ attention to the pictures.

Read out the verbs in the list and check understanding if necessary.

Ask students to complete the phrases under the pictures using the verbs provided.

Give students sufficient time to complete the task individually.

Monitor and provide support where needed.

Check students’ answers with the whole class.

Elicit from students which talents Leonardo da Vinci possessed, encouraging them to refer to the completed phrases.

Differentiation:

Weaker students: Mime or point to visual clues to support understanding of the verbs.

Stronger students: Encourage them to use the phrases in full sentences.

Values Link – Adal Azamat: Students practise careful listening, improve pronunciation, and take responsibility for mastering new vocabulary.

Pupils fill the gaps.

ANSWERS

1 painted

2 invented

3 designed

4 sketched

5 studied

6 drew

Descriptor:

- form correct verb–noun phrases.

- identify and describe talents and abilities.

Total: 2 point

Student’s book

10 min

Ex: 2 P: 66

Elicit from students what else, if anything, they already know about Leonardo da Vinci.

Encourage students to ask questions they would like to know the answers to about him.

Elicit several questions from around the class.

Write four questions on the board.

Ask students to read the text carefully to see if they can find the answers to the questions.

Check answers with the class and confirm which questions were answered in the text.

Differentiation:

For weaker students: Allow pair discussion before listening

For stronger students: Encourage them to add one extra detail about each character from the text.

Values Link – Students support each other’s learning, work independently when appropriate, and check understanding respectfully.

Pupils write four questions.

ANSWERS

1 What is Leonardo da Vinci's most famous painting? ('Mona Lisa')

2 What sorts of things did Leonardo da Vinci invent? (a robotic knight, a parachute, a calculator, musical instruments, a bicycle and flying machines)

3 What was the name of the famous sketch of the human body that he drew? ('Vitruvian Man)

4 What subjects did Leonardo da Vinci study? (art. human anatomy, engineering, botany, geology. music and more)

Descriptor:

- activate background knowledge.

- formulate relevant questions

Total: 3 point

8 min

Ex: 3 P: 67

Ask students to read sentences 1–5 carefully.

Give students time to read the text again and decide on their answers.

Monitor and support where necessary.

Check students’ answers around the class.

Ask students to justify their answers by referring to the text where appropriate.

Differentiation:

Weaker students: Do one sentence together as a class

Stronger students: Encourage them to paraphrase the information in their own words.

Values Link – Adal Azamat: Students listen carefully, use reference materials independently, and support their answers with evidence.

Pupils read the text again and mark the statements.

ANSWERS

1 DS

2 T

3 F

4 DS

5 F

Descriptor:

- re-read a text for detail.

- re-read a text for detail.

Total: 2 point

10 min

Ex: 4 P: 67

Explain the task clearly and make sure students understand they need to fill in the missing words to form correct phrases.

Give students sufficient time to complete the phrases individually. Check understanding briefly if needed.

Ask students to use the completed phrases to write sentences based on the text.

Give students time to write their sentences.

Elicit answers from students around the class.

Provide brief feedback on accuracy and usage.

Differentiation:

Weaker students: Do one phrase and one example sentence together as a class.

Stronger students: Encourage them to paraphrase ideas from the text rather than copy.

Values Link – Adal Azamat: Students practise listening for detail, plan their answers carefully, and reflect on how strategy helps comprehension.

Reading Literacy

(Оқу сауаттылық)

Reading for gist, detail & interpretation

Text: From Talent to Invention

People with special talents often see problems differently. Their creativity and intelligence help them develop new ideas. Many famous inventions were created by people who combined talent with hard work. Inventors usually enjoy experimenting, solving problems, and learning from mistakes. Today, technology allows talented people to turn their ideas into real products that can change the world of work and everyday life.

Tasks

Choose the best title for the text.

Answer comprehension questions.

Interpretation:

- Which talent is the most important for inventors? Why?

Pupils fill the gaps.

ANSWERS

1 dissections

2 Renaissance

3 intellectual

4 accurate

5 detailed

6 seek

Descriptor:

- form correct lexical phrases.

- use phrases accurately in contextualised sentences.

Total: 2 point

End

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Homework

Choose ONE:

Write 120–150 words:
“A talented inventor who changed the world”

Prepare a short presentation about a modern invention.

Design an invention and describe its purpose and usefulness.

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

Poster