Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

Write on the board: A lost city under the sea.

Ask:

Is it real or imaginary?

Why do people like stories about lost places?

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

Share ideas; activate prior knowledge.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

12 min

Ex: 1 P:66

Ask students what they already know about Atlantis and elicit a few ideas or guesses.

Read out the title of the text aloud.

Read out the subheadings and the words in the list, checking pronunciation and meaning briefly.

Ask students to predict how the words might be connected to Atlantis.

Play the recording.

Students listen and follow the text in their books.

Ask students to find out how the words are related to Atlantis while listening.

Check understanding by eliciting answers from the class after the recording.

Differentiation:

Weaker learners: Pre-teach or briefly explain key words from the list.

Stronger learners: Ask students to explain the connections in more detail.

Values Link – Adal Azamat: Respect for Law and Order. Explain that following instructions and responding respectfully shows responsibility and respect for order in the classroom.

Pupils answer the question.

ANSWERS

I know there is a story about Atlantis being a lost island.

No one knows for sure where it was or what happened to it.

Plato - described Atlantis in 'Timaeus'

Poseidon - A Greek god who created and protected Atlantis the Mediterranean - possible location of Atlantis

the Azores-Atlantis could be near here

Sardinia - Atlantis could be near here

Malta - Atlantis could be near here

Santorini - Atlantis could be near here

Descriptor:

- Identifies how key words from the list are related to Atlantis.

- Follows the text while listening to the recording.

Total: 3 point

Student’s book

13 min

Ex: 2 P:67

Draw students’ attention to the Study Skills box and read it aloud.

Give a clear example of key words (e.g. underline or circle them in a sample question) and explain how they help find answers in a text.

Explain the task and what students need to focus on while reading.

Allow students some time to read the text silently and answer the questions individually.

Direct students to the Word List and ask them to look up the meanings of the words in the Check these words box.

Monitor the class and support with vocabulary if needed.

Check answers around the class by asking different students to read out their answers.

Confirm correct answers and briefly clarify any misunderstandings.

Differentiation:

Weaker learners: Allow students to highlight or underline key words in the questions.

Stronger learners: Ask students to justify answers by referring to specific parts of the text.

Values Link – Adal Azamat: Respect for Law and Order. Remind students to listen carefully, follow instructions, and wait their turn to answer.

Pupils read the text and answer the question.

ANSWERS

1 A Greek philosopher.

2 In 355 BC.

3 The Greek god of the sea who created and protected Atlantis.

4 It was amazing. In the centre there was a temple dedicated to Poseidon.

5 A gold statue of Poseidon driving six horses.

6 Most of them were sailors and traders. They sailed around the world. Some were farmers. They worked in the fields and raised cows and sheep.

7 In beautiful palaces.

8 An earthquake caused it to sink into the ocean.

9 It could be near the Azores, or near Sardinia, Crete, Malta or Santorini in the Mediterranean Sea.

10 An earthquake destroyed it at the same time Atlantis sank

Descriptor:

- Reads the text to locate relevant information.

- Answers comprehension questions accurately.

Total: 4 point

10 min

Ex: 3 P:67

Explain the task clearly and tell students they must ask and answer questions based on the text.

Ask two students to read the example exchange aloud to model the task.

Put students into closed pairs and ask them to ask and answer the questions.

Monitor the activity around the class, supporting accuracy and pronunciation.

Stop the activity and invite some pairs to ask and answer in front of the class.

Give brief feedback and correct common errors.

Differentiation:

Weaker learners: Provide question starters (Who…? When…? Where…?).

Stronger learners: Ask students to create one additional question based on the text.

Values Link – Adal Azamat: Respect for Law and Order. Understanding and following rules shows responsibility, fairness, and respect for law and order—important qualities of an Adal Azamat.

Pupils ask and answer questions based on the text.

ANSWERS

A: He was from ancient Greece. What is 'Timaeus'?

B: A book by Plato. Where was Atlantis?

A: In the Atlantic Ocean. Who created it?

B: The Greek god of the sea, Poseidon. What was the capital city like?

A: It was amazing. It had a temple in the centre. Inside the temple there was a gold statue of Poseidon. What did the people do?

B: They were rich. They were sailors, traders and farmers. What did they raise?

A: Cows and sheep. Who ruled the island?

B: The kings. What was in their palaces?

A: Statues, paintings and fountains. How did the island disappear?

B: An earthquake destroyed it. Where could Atlantis be?

A: Near the Azores or in the Mediterranean Sea. Etc

Descriptor:

- Asks and answers questions based on a text.

- Uses appropriate question forms and short answers.

Total: 3 point

Ex: 4 P:67

Explain the task clearly and tell students they must summarise the text using the verbs in the rubric.

Go through the verbs in the rubric one by one, explaining or eliciting the meanings of any unknown verbs.

Give students two minutes to read the text again silently.

Ask various students to give a summary of the text to the class, encouraging them to use as many verbs from the list as possible.

Allow both short and longer summaries, depending on student confidence.

Evaluate students’ performance, checking for:

Inclusion of all key points

Correct word order

Spelling (if the summary is written)

Grammar (syntax and tense)

Pace (if spoken: not too fast or too slow)

Rapport (if spoken: eye contact, clarity, confidence)

Give constructive feedback and praise effective use of verbs and clear organisation.

Differentiation:

Weaker learners: Summarises the text using verbs from the given list.

Stronger learners: Uses correct grammar and word order.

Values Link – Adal Azamat: Respect for Law and Order. Understanding and following rules shows responsibility, fairness, and respect for law and order—important qualities of an Adal Azamat

Reading Literacy

(Оқу сауаттылық)

Choose the best answer and explain why.

1. The story of Atlantis teaches people that
   a) technology is always dangerous
   b) powerful civilizations can disappear if they become greedy
   c) islands are unsafe places to live

2. Atlantis is still interesting today because
   a) it was found recently
   b) it is a mystery and may be a warning story
   c) people lived underwater

Subjects integrated

(Пәнаралық байланыс)

Geography & Science

Look at the idea of a “lost island”.

• What natural events could make a city or island disappear?
  (e.g. earthquakes, volcanoes, floods)

• Do such events still happen today?

Explain one example.

Pupils read the text again. Use the verbs below to write or give the class a summary of the text.

ANSWERS

The people who lived there were rich sailors who sailed all around the world. There were also farmers there who worked in the fields. They raised cows and sheep. The kings who ruled Atlantis lived in beautiful palaces. No one knows what happened but the island disappeared into the ocean. Only a few people survived. Some people think Santorini is Atlantis. They believe Atlantis sank at the same time when an es thquake destroyed Santorini too

Descriptor:

- work individually to read the text again more closely-1

- answer the questions -2

Total: 3 point