Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

Ask quick questions:

With books closed, write the word literature on the board. Elicit or teach that this word is used to refer to anything that is written down, such as fiction, schoolbooks, emails, and text messages, etc.

As a class, brainstorm words to do with literature. If students need prompting, elicit books, stories, words, etc.

Then ask the class if they know any books in English. If so, encourage students to tell the class what they know about these books

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

Remember and recognize the main vocabulary.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

 Student’s Book

 Pictures of books / reading (optional)

 Board and markers

Middle

10 min

Ex:1 P:56

- Ask students to find the blue words in the quiz on page 57 of their Student’s Book.
Elicit the words and write them on the board.

- Draw students’ attention to the definitions in Exercise 1.
Go through each definition with the class and check understanding.

- Encourage students to explain any unknown words to the class using their own words or examples.
Support with prompts or gestures if needed.

- Pair upper-level or advanced learners with lower-level learners.
Ask students to work together to match the definitions with the blue words.

- Monitor the activity and provide help where necessary.

- Check answers as a class, eliciting responses from different pairs and correcting or clarifying meanings where needed.

Differentiation

Weaker students: Allow use of gestures, examples, or L1 if needed to explain meanings.

Stronger students: Ask them to explain vocabulary using synonyms or example sentences.

Values Link – Adal Azamat: Respect for Law and Order. Check answers as a class, eliciting responses from different pairs and correcting or clarifying meanings where needed, reinforcing accuracy and honest work (Law and Order, Responsibility).

Learners check the meaning of the words in blue in the quiz on page 57. Match the words with the definitions.

ANSWERS

1 playwright

2 title

3 chapte

4 adapt

5 publish

6 rhyme

7 literature

8 critic

Descriptor:

- identify the blue highlighted words in the quiz

- demonstrate understanding of vocabulary by matching words with their correct definitions

Total: 3 point

Student’s book

10 min

Ex: 2 P: 56

- Ask students to look at the title of the quiz and elicit that it is about words that originated in works of literature.

- Explain that this is a general knowledge quiz.
Ask students to work in pairs to complete the quiz.

- Tell students they will scan the QR code to play the audio and check their answers.
Alternatively, play the audio for the class and ask students to listen and complete the quiz.

- Monitor while students work and provide support where necessary.

- Check answers as a class, clarifying any difficult points.

- With upper-level or advanced learners, ask students if they know anything else about the writers or books mentioned in the quiz and invite brief contributions.

Differentiation

Weaker students: Allow them to work in pairs for peer support.

Stronger students: Ask them to share additional facts about the authors or literary works.

Values link (Adal Azamat): Respect for Law and Order. Explain that many words originating from literature reflect ideas about justice, rules, responsibility, and social order.

Learners work in pairs. Do the quiz on page 57. Then listen and check your answers. Who got the most answers right?

ANSWERS

1 a

2 c

3 a

4 b

5 d

Descriptor:

-predict the content of the quiz by identifying that it focuses on words

- participate in a general knowledge quiz by working collaboratively in pairs. .

Total: 3 point

Worksheets

Stickers

8 min

Ex: 3 P: 56

- Go through the words in the table with the class and check understanding.

- Explain the task and allow students time to complete the table using words from the quiz.

- Monitor students as they work and provide help where necessary.

- Check answers as a class and elicit the meanings of the suffixes -ful and -less.

- If necessary, ask students to translate the words into their own language to support understanding.

- Ask fast finishers to choose three words from the table and write sentences using them.

Differentiation

Weaker students: Allow use of L1 for translation if needed.

Stronger students: Encourage them to explain the difference in meaning between -ful and -less using examples.

Values link (Adal Azamat): Respect for Law and Order. Highlight that writers often use language to show what happens when laws are respected or broken, helping readers understand the importance of fairness and accountability in society.

Learners complete the table with words from the quiz on page 57. What do the endings -ful and -less mean?.

ANSWERS

1 powerful

2 careful

3 useless

4 fearless

5 hopeless

Descriptor:

- demonstrate understanding of the words in the table by explaining their meanings

- identify and explain the meaning of the suffixes –ful and –less.

Total: 2 point

7 min

Ex: 4 P:56

- Ask students to choose the correct words to complete each sentence.

- Monitor while students work and provide support where necessary.

- Check answers as a class, asking individual students to read out their answers.

- Ask fast finishers to work in pairs.

One student thinks of people or things that are careless, powerful, helpful, harmful, and fearful.

The other student thinks of people or things that are careful, powerless, helpless, harmless, and fearless.

- Students compare their answers and explain their choices.

Differentiation

Weaker students: Allow extra time to complete the sentences.

Stronger students: Ask them to justify their choices or give short examples.

Values link (Adal Azamat): Respect for Law and Order. During feedback, ask students to notice whether any of the words or stories in the quiz are connected to rules, authority, honesty, or moral choices.

Interdisciplinary communication.

(Пәнаралық байланыс)

PE – English + History

Learners choose the correct words.

ANSWERS:

1 careless

2 powerful

3 helpful

4 harmful

5 fearless

Descriptor:

- select and use the correct vocabulary to complete sentences accurately.

- check and correct their answers during whole-class feedback.

Total: 2 point

End

5 min

FEEDBACK

Ask:
“How can reading help us in life?”

Highlight values such as creativity, imagination, lifelong learning.

Homework

Choose one:

Write a short paragraph about your favourite book or story.

Make a list of 5 reasons why reading is important.

Ss show their knowledge according to the lesson

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

Poster