Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2. 

Warm up:

Ask students: What films did you watch recently?

Write FILMS in the centre of the board.

Elicit any genres students already know.

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

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

10 min

Ex: 5 P:59

Allow students sufficient time to write their sentences individually.

Put students into closed pairs.

Ask students to read their sentences to their partner.

The listening partner checks and corrects mistakes (grammar, vocabulary, or pronunciation).

Monitor the activity, offering support and noting common errors.

Stop the activity and ask some pairs to report back by reading one corrected sentence to the class.

Give brief whole-class feedback and praise good examples.

Differentiation

For stronger students: Provide a sentence model or writing frame on the board.

For weaker students: Ask students to write longer or more detailed sentences.

Values Link – Adal Azamat: Respect for Law and Order. Emphasize that understanding rules helps us make fair decisions and live peacefully with others, both at school and in the community.

Pupils look at the pictures, choose a creature and write a few sentences about it. Make two mistakes. Read it to your partner, who corrects you.

ANSWERS

Centaurs were half human half bird. (half human half horse)

Centaurs lived by the sea. (in the mountains and forests)

The Phoenix was a golden bird with a red tail. (red bird with a golden tail)

The Phoenix was from Greece. (India and Egypt)

The Chimera had three heads from three different animals:

a lion, a dog and a snake. (lion, goat, snake)

It could breathe ice. (fire)

Descriptor:

- Writes simple, clear sentences based on the task.

- Identifies and corrects basic mistakes with peer support.

Total: 3 point

Student’s book

7 min

Ex: 6 P:59

Go through the list of film types with the class.

Explain or elicit the meanings of any unknown film types, using examples, gestures, or brief descriptions.

Check understanding by asking students to name a film they know for one or two types.

Ask students to complete the task individually (or in pairs, if appropriate).

Monitor the class and provide support where needed.

Check answers with the whole class.

Point out that some film types do not take the word film after them (e.g. a western, a horror, a musical).

Write 1–2 correct examples on the board to reinforce the rule.

Differentiation

For stronger students: Provide examples on the board (e.g. a comedy film, a western).

For weaker students: Ask students to give examples of films for each type.

Values Link – Adal Azamat: Respect for Law and Order. Emphasize that following instructions carefully and checking answers respectfully

Pupils match the titles to the types of films. Make sentences.

ANSWERS

2 j

3 b

4 i

5 e

6 c

7 k

8 h

9 a/g

10 d

11 g/a

12 f

Descriptor:

- Completes the task using appropriate film-type vocabulary.

- Uses correct form with or without the word film.

Total: 2 point

8 min

Ex: 7 P:59

Write two example sentences on the board (one affirmative, one negative), e.g.
I like action films. / I don’t like horror films.

Elicit or explain the form and use:

So + auxiliary verb + personal pronoun/noun to agree with something positive.

So do I. / So does she.

Neither + auxiliary verb + personal pronoun/noun to agree with something negative.

Neither do I. / Neither does he.

Drill the structures chorally and individually, focusing on the correct auxiliary.

Put students into pairs and ask them to talk about their taste in films, using So… and Neither… to agree.

Monitor the activity, helping with auxiliaries and pronunciation.

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

Give brief feedback and correct common errors on the board.

Differentiation

For stronger students: Provide a clear table on the board with examples (I like… → So do I / I don’t like… → Neither do I).

For weaker students: Ask students to extend answers with reasons (So do I, because…).

Values Link – Adal Azamat: Respect for Law and Order. Respecting the rules of the activity to complete it correctly.

Pupils work in pairs talk about types of films, as in the examples

ANSWERS

A: Do you like animated cartoon films?

B: Yes, I love them.

A: So do I. They're funny.

B: How about historical films?

A: I don't like them.

B: Neither do I. They're boring.

A: I don't like detective films.

B: Really? I do.

A: I like science-fiction

Descriptor:

- Understands and uses So / Neither + auxiliary verb + pronoun/noun to show agreement.

- Talks about personal film preferences in pairs.

Total: 2 point

10 min

Ex: 8 P:59

Explain the task clearly and check that students understand what they need to do.

Read out the example exchange aloud with one student.

Draw students’ attention to useful language or structures in the example.

Put students into pairs and ask them to complete the task together.

Monitor the activity around the class, offering help with language and pronunciation where needed.

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

Give brief feedback, praising good use of language and correcting common mistakes.

Differentiation

Weaker class: Allow students to practise quietly before speaking.

Stronger class: Encourage students to extend the exchange with extra information.

Values Link – Adal Azamat: Respect for Law and Order. Discuss that using can for permission reflects respect for rules and authority

Reading Literacy

(Оқу сауаттылық)

Discuss and interpret.

- Why do people choose different types of films in different moods?

- Which type of film helps people relax?

- Which type of film can teach important lessons?

Use this language support:

I think … because …

In my opinion …

This film type shows that …

Pupils use the words to talk about the films in Ex. 6

ANSWERS

A: 'Cowboys' was on TV last night.

B: Really? What was it like?

A: It was very interesting.

A: 'Mickey Mouse' was on TV last night.

B: Really? What was it like?

A: It was very funny.

A: 'Detective Mallory' was on TV last night.

B: Really? What was it like?

A: It was very interesting.

A: 'Dracula' was on TV last night.

B: Really? What was it like?

A: It was very frightening.

A: 'Funny Faces' was on TV last night.

B: Really? What was it like?

A: It was very funny.

Descriptor:

- Understands the task by following the example exchange.

- Uses the target language appropriately in a short dialogue.

Total: 3 point

End

5 min

FEEDBACK

Class discussion

Which genre is the most popular in our class?

Do films help people relax or learn?

Homework (optional)

Write 5 sentences about your favourite type of film
or

Make a list of 3 films and write their genres.

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

Poster