Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

Ask:

Do you know any mythical birds?

Are there special animals or birds in Kazakh stories?

Write SAMRUK on the board and elicit ideas.

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

Students share what they already know or guess.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

10 min

Ex: 1 P:62

Direct students’ attention to the picture.

Ask: Do you know anything about the Samruk?

Elicit ideas from students and encourage them to speak freely.

Ask students to think of questions they would like to ask about the Samruk. Elicit a variety of questions orally.

Choose three clear questions and write them on the board.

Explain that students will later read or listen to find the answers.

Differentiation:

Weaker learners: Provide question starters on the board (What is…? Where does…? Why is…?).

Stronger learners: Encourage more detailed or inferential questions (What does the Samruk symbolise?).

Values Link – Adal Azamat: Respect for Law and Order. Remind students to take turns, listen respectfully, and follow discussion rules.

Pupils answer the question. Think of three question.

ANSWERS

Where did the Samruk go every summer? To the Tree of Life out on the steppe.

What is the name of the Tree of Life? The Baiterek.

What is the name of the dragon who lives at the bottom of the tree? Ajdahar.

Descriptor:

- Observes the picture and activates prior knowledge.

- Forms relevant wh- questions about the Samruk.

Total: 3 point

Student’s book

10 min

Ex: 2 P:62

Allow students a few minutes to read the texts silently.

Ask students to mark each sentence as T (true), F (false), or DS (doesn’t say).

Remind students to look for exact information in the text and not to guess.

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

Monitor the class and help with vocabulary if necessary.

Ask students to check their answers in pairs.

Check answers with the whole class.

Ask students to justify their answers by referring to the text (e.g. The text says… / It doesn’t mention…).

Differentiation:

Weaker class: Do one statement together as a model (including how to choose DS).

Stronger class: Ask students to write one additional DS statement based on the text.

Values Link – Adal Azamat: Respect for Law and Order. Explain that respecting listening rules and waiting for your turn to speak helps maintain order and fairness in the classroom.

Pupils read the text again and mark the sentences.

ANSWERS

1 DS

2 F (The Samruk had a nest high in the branches of the tree. In the spring a golden egg appeared in the nest.)

3 DS

4 T (He swallowed the golden egg and crawled back down to the underworld.)

Descriptor:

- Reads the text carefully to locate specific information.

- Correctly identifies statements as True, False, or Doesn’t say.

Total: 3 point

7 min

Ex: 3 P:62

Ask students to match the verbs to the nouns individually.

Monitor the activity and help with meaning or form if needed.

Ask students to check their answers in pairs.

Check answers with the whole class, eliciting the correct verb–noun combinations.

Draw students’ attention to the phrases formed from the matching task.

Ask various students around the class to summarise the text using these phrases.

Encourage short summaries at first, then model a fuller sentence if necessary.

Give brief feedback on content and language, praising clear use of the phrases.

Differentiation:

Weaker class: Allow students to read directly from the text while summarising.

Stronger class: Ask students to link several phrases into a longer summary.

Values Link – Adal Azamat: Respect for Law and Order. Explain that respecting rules and taking turns during dialogue practice shows responsibility, fairness, and respect for order.

Pupils match the words in the two columns. Use the phrases

ANSWERS

1 e

2 c

3 f

4 b

5 g

6 d

7 h

8 a

Descriptor:

- Correctly matches verbs with appropriate nouns from the text.

- Uses the given verb–noun phrases to summarise the text orally.

Total: 2 point

8 min

Ex: 4 P:62

Read the Study Skills box aloud to the class.

Write the example sentences on the board and underline the years. Say the years aloud clearly and ask students to repeat chorally and individually.

Direct students’ attention to the pictures.

Ask various students around the class who the people are.

Ask different students to read out the captions under the pictures.

Choose a pair of students to read out the example dialogue aloud.

Give brief pronunciation feedback and confirm understanding.

Differentiation:

Weaker class: Allow students to point to the pictures instead of naming the people.

Stronger class: Encourage students to add extra information about the people shown.

Values Link – Adal Azamat: Respect for Law and Order. Explain that respecting classroom rules and listening attentively supports order, fairness, and effective communication.

Reading Literacy

(Оқу сауаттылық)

Answer the questions in complete sentences.

- What does the Samruk symbolize in Kazakh culture?

- Why do you think the Samruk lives at the top of the Tree of Life?

- What human qualities does the Samruk represent (e.g. protection, wisdom, hope)?

Give one example from the text or legend.

Pupils look at the pictures. Ask and answer as in the example.

ANSWERS

A: Who was James Joyce?

B: A famous Irish writer.

A: When was he born?

B: In 1882.

A: When did he die?

B: In 1941

Descriptor:

- Understands and follows information from the Study Skills box

- Identifies people in pictures and reads captions correctly.

Total: 2 point