CHECKED _____________
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Short-term plan for English in Grade 7
| Unit | UNIT 4 “SPACE & EARTH” |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 7 Attendance: _____ Absent: _____ |
| Lesson topic | Vocabulary: Environmental problems |
| Learning objectives covered in this lesson (curriculum reference) | 7.2.5.1 recognise the opinion of the speakers in supported extended talk on a range of general and curricular topics 7.3.6.1 begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges |
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Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Actions for SEN students | Assessment formats | Resources |
|---|---|---|---|---|---|
| Lesson opening (5 min) Engagement (“What if…?” method) |
Teacher: "Good morning, class! Let's start with a 'What if...?' question to ignite our imaginations. What if... you were the guardian of Planet Earth for one day? What single, biggest environmental problem would you try to solve first and why? Think for 30 seconds. I will ask a few of you to share. Diana, what's your idea?" Script: "Thank you. Interesting – so you'd tackle air pollution because of asthma in cities. Alex, can you link your idea to Diana's?" AI Tool Integration: Use an AI image generator (e.g., Midjourney, DALL-E) projected on the board. The teacher inputs student suggestions (e.g., "a city covered in smog," "a forest with tree stumps"). This visualizes the problems, making the vocabulary concrete and stimulating curiosity. |
Students think individually. Volunteers share their ideas (e.g., "I would stop plastic in the oceans," "I would plant millions of trees"). Students listen to peers and try to connect their thoughts (e.g., "Like Diana, I worry about pollution, but I think water pollution is more dangerous for animals."). | Provide the "What if" question in written form on a card. Offer a choice of 3 picture prompts (e.g., a dirty beach, a factory, a dried-up river) to help formulate an answer. The teacher or a peer scribe can write down the student's one-sentence response. | Observation & Oral Feedback: Teacher notes students' prior knowledge and ability to formulate a simple opinion. Descriptor: Student states one environmental problem and gives a simple reason. | Whiteboard/markers, AI image generator (e.g., Midjourney) with projector, picture prompt cards for SEN. |
| Откроется после регистрации: Lesson middle (____________________-25 … · Lesson end (5-10 min) · Reflection (5 min) | |||||