CHECKED _____________
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Short-term plan for Английский язык in Grade 8
| Unit | Unit 4: Sport, Health and Exercise |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 8 Attendance: _____ Absent: _____ |
| Lesson topic | Continuing the discussion about happiness in the context of living for a long time or winning a large amount of money 1.1 |
| Learning objectives covered in this lesson (curriculum reference) |
8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.6.13.1 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and 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 (Real-life case hook) |
Teacher: "Good morning, class! I want to start with a news headline I saw recently: '117-Year-Old Woman Credits Long Life to Daily Chocolate and No Marriage.' What's your first reaction? Do you think her secret is believable? More importantly, do you think her long life automatically means she's happy? Turn to your neighbor and predict: What do you think are the top three factors for a truly happy life? Is it health, money, relationships, or something else? You have 2 minutes to discuss."
After discussion: "Let's hear a few predictions. Aizhan, what did you and your partner predict?" (Listens, writes key words like "health," "money," "family" on board). "Interesting predictions. Today, we'll continue our discussion on happiness by comparing two ideas: living a very long life versus winning a lottery. Let's see if our predictions match the information we find." |
Students discuss the hook question in pairs (6 pairs, 1 group of 3 if uneven). They make predictions and share ideas with the class. They listen to peers and the teacher's introduction. | Oral formative assessment through monitoring pair discussions. Teacher listens for engagement, use of topic vocabulary, and logical prediction. | Whiteboard/markers. AI Tool: A news headline generator (like a customized ChatGPT prompt) to create engaging, real-world hooks on longevity/wealth. |
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (8 min) · Reflection (5 min) | ||||