CHECKED _____________
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Short-term plan for английский язык in Grade 7
| Unit | Natural Disasters |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 7 Attendance: _____ Absent: _____ |
| Lesson topic | Looking at natural disasters in Kazakhstan and around the world |
| Learning objectives covered in this lesson (curriculum reference) | 7.1.2.1 use speaking and listening skills to provide feedback to classmates; 7.2.3.1 understand with some support most of the details of the argument in an extended conversation on a limited range of general and educational topics; 7.3.7.1 use specific vocabulary and syntax within various general and some educational topics; |
| Lesson goal |
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| Value for integration | Creativity and innovation |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | SEN support | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Meme Discussion) |
Teacher: "Good morning, class! Let's start with some energy. Stand up, please. We're going to do a quick 'Disaster Drill' warm-up. When I say 'Earthquake!' – crouch down and cover your head. 'Flood!' – pretend to swim. 'Wildfire!' – wave your hands as if fanning smoke away. Ready? Let's go!" (Leads the activity for 1 min). "Great! Now, look at the screen. What do you see?" (Shows a meme: a picture of a confused cat with text: "Me trying to understand my homework" next to a picture of a chaotic weather map with symbols for storms, earthquakes, etc. Text: "My brain during a lesson on natural disasters."). Prompts: "Why is this meme funny? How is it about us and our topic today? What does the weather map represent? What might feel 'chaotic' when learning about natural disasters?" Script: "Today, we will bring some order to that chaos. We will look at disasters not just as scary events, but as phenomena we can understand, talk about, and even find creative solutions for. Our topic is 'Looking at natural disasters in Kazakhstan and around the world'. Let's write it down." |
- Students participate in the physical warm-up. - Students look at the meme, smile/laugh. - Students raise hands to answer. - Possible responses: "It's funny because the cat looks lost, like us sometimes." "The map is full of disasters, it looks complicated." "It's about us because we are learning about many disasters at once." - Students write the lesson topic in their notebooks. |
- Visual support (meme). - Clear, modeled physical actions. - Teacher repeats questions clearly and allows thinking time. - Peer support: a partner can quietly explain the meme. |
Descriptors (no points): • The student participates in the warm-up. • The student engages with the visual prompt. • The student attempts to connect the meme to the lesson topic. |
- Projector/Screen. - Meme image. - AI Tool: Generated meme from a tool like Imgflip Meme Generator or Canva to quickly create a relatable, topic-specific visual hook. |
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (10 min) · Reflection (5 min) | |||||