CHECKED _____________
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Short-term plan for Английский язык in Grade 7
| Unit | Module 4: Space & Earth |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 7 Attendance: _____ Absent: _____ |
| Lesson topic | Smog in the city\ Writing skills An essay about an environmental problem. |
| Learning objectives covered in this lesson (curriculum reference) |
7.4.2.1 understand specific information and detail in texts on a range of familiar general and curricular topics 7.5.1.1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics 7.5.2.1 write with some support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics |
| Lesson goal |
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Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment formats | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Riddle) |
Teacher: "Good morning, class! I have a riddle for you. It's a problem you can see and feel, but you cannot touch it. It comes from cars and factories, makes the sky look grey, and can make it hard to breathe. It's not a cloud, but it hangs over cities. What is it?" Wait for hypotheses. "Excellent guesses. Yes, it's smog. Today we will become environmental writers and learn how to write an essay about this problem. First, let's watch a very short clip." |
Students listen, think, and offer hypotheses (e.g., "pollution," "fog," "smoke," "smog"). They watch the short video clip attentively. | Oral questioning. Observing engagement and prior knowledge. | Projector/Screen. Short video clip (30 sec) showing a smoggy city (e.g., from YouTube). AI Tool: YouTube/Video Platform Algorithm for finding concise, level-appropriate visual content to instantly create context and activate schemata. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||