Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2. 

Warm up:

Show examples of school/class posters (real or printed from the internet).

Ask: What kind of information can we put on a poster about our class?

Brainstorm ideas on the board: class name, members, favourite subjects, hobbies, quotes, photos/drawings.

Task Introduction

Explain the project: “You will work in groups to make a poster about our class.”

Discuss required elements:

Class name or title.

Short introduction (e.g., “We are Class 5A. There are 20 students in our class.”).

Pictures or drawings of classmates.

Fun facts (favourite subject, class motto, favourite activity).

Colours and decoration.

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

Remember and recognize the main vocabulary.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

 Large paper or poster boards

 Markers, coloured pencils, scissors, glue

 Photos (optional)

 Sample posters for inspiration

Middle

10 min

Ex: 1 P: 19

Lead-in

-Show the poster to the class.

Explain: “This is a poster about Class 6B. It talks about their hobbies and interests.”

-Briefly discuss what hobbies and interests are (give 2–3 examples).

Pre-Reading

-Draw students’ attention to the headings in the box.

-Read through each heading aloud.

-Check understanding by asking simple questions (e.g., What does ‘Favourite Sports’ mean?).

First Reading – General Understanding

-Students quickly read the poster to get an overall idea.

-Ask 1–2 quick questions: What is the class name? What is one hobby they have?

Second Reading – Task Focus

-Students read the poster more carefully.

-Using the headings in the box, they match each heading to the correct numbered gap in the text.

Pair Check

-Students compare answers in pairs, explaining their choices.

Feedback

-Go through the answers with the whole class.

-For each gap, ask a volunteer to read the completed section aloud.

Follow-up (Optional)

Ask: If you made a poster for our class, what headings would you choose?

Write ideas on the board for a future class project.

Learners read Class 6 B’s. match the text with a heading from the box.

ANSWERS:

1 Name and age

2 Pets

3 Sport

4 Music

5 Computers

6 Books and comics

7 TV and films

Values of the program “Birtutas

tarbiye” – Creativity and Innovation

– encouraged to express themselves in unique ways, experiment with different approaches

Descriptor:

- look at the poster

- match the text

Excellent (3)

- All headings correctly matched to the correct gaps in the text.

Good (2)

- Most headings correct; 1–2 mistakes.

Student’s book

10 min

Ex: 2 P: 19

Introduction to the Task

-Tell students: “Now you are going to make a poster about our class — just like the one you read about Class 6B.”

-Explain that they will work in groups or pairs (depending on class size) to create it.

Checklist Review

-Show the project checklist (on the board, handout, or textbook).

-Read each point aloud and check understanding with examples or short explanations.

Example: If the checklist says “Include hobbies and interests,” ask: “What are some hobbies in our class?”

Clarify Requirements

-Highlight what information must be included (e.g., class name, favourite subjects, hobbies, special talents).

-Remind them to use headings like in the example poster.

Planning

-Give students 3–5 minutes to discuss ideas in pairs or small groups before starting to write.

-Encourage them to make short notes first.

Creation

-Students create their posters, adding headings, pictures, and decorations.

-Circulate, helping with vocabulary and grammar.

Sharing

-Groups present their posters to the class.

-Encourage questions from other students.

Display (Optional)

-Put the posters up in the classroom or hallway for others to see.

Learners make a poster about your class. Follow the steps in the project checklist.

Values of the program “Birtutas

tarbiye” – Diligence and professional competence

– persistence, dedication, and a strong work ethic in all tasks

Descriptor:

- make a poster

- points in the project checklist

Excellent (3)

- Headings are clear, correctly placed, and match content well. Information is well-organized.

Good (2)

- Headings mostly clear; minor organizational issues.

Student’s book

15 min

Ex: 3 P: 19

Organizing the Groups

-When all posters are finished, divide the class into groups of 5–6 students.

-Instruct them to place all their posters face down in the middle of the group so no one can see the front.

Selecting Posters

-Each student takes one poster from the pile, making sure other group members cannot see the photo or content.

Silent Observation

-Students quietly look at their chosen poster, focusing on details (text, colours, layout, photos, and drawings).

Description Activity

-Without showing the poster, each student describes it to the group.

-Encourage them to talk about:

Headings and information included

Colours and design elements

Special or unusual details

Guessing Game

-The rest of the group tries to guess which class or group made that poster.

-Once guessed, the poster is revealed.

Rotation

-Students swap posters until everyone has described a different one.

Class Reflection

-Discuss as a whole class: Which posters were easiest to identify? Which had the most creative designs?

Read aloud short personal texts with appropriate clarity and expression.

Values of the program “Birtutas

tarbiye” – Unity and Solidarity

– working together with mutual respect, trust, and cooperation

Descriptor:

- Read aloud short personal texts with appropriate clarity and expression.

- Work cooperatively in a group setting to make and justify guesses.

Excellent (4)

- Describes poster clearly, in full sentences, and in logical order; easy for others to imagine.

Good (2)

- Describes poster understandably; order or clarity could be improved.

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

End

5 min

Display all posters on the wall or noticeboard.

Quick feedback: ask students which part they enjoyed most.

Self-assessment checklist:

I can work with others to make a poster.

I can write short sentences to describe my class.

I can present my work to others

Saying goodbye

Ss use their stickers to show their knowledge according to the lesson

Poster