CHECKED _____________
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Short-term plan for английский in Grade 8
| Unit | Unit 5: Reading for Pleasure. Learners read non-fiction books in Kazakh, English, Russian languages |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 8 Attendance: _____ Absent: _____ |
| Lesson topic | Different activities, based on the content of the books |
| Learning objectives covered in this lesson (curriculum reference) |
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| Lesson goal |
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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 (Riddle) |
Teacher: "Good morning! Let's start with a brain-teaser. I am a set of instructions. People create me to keep others safe. You follow me at school, on the road, and even at home. Breaking me can have consequences. What am I? Think for 30 seconds, then share your ideas with your elbow partner." After partner talk: "Who would like to share their hypothesis?" (Listens to 2-3 answers, e.g., "rules", "law", "safety manual"). "Excellent! You're all close. The answer is 'Rules and Laws'. Today, we will use the non-fiction books you've been reading to explore rules, laws, and order through different activities." |
Students listen to the riddle. They think individually, then discuss their guesses with a partner (pair work). Volunteers share their hypotheses with the class. | For students with SEN, the teacher provides the riddle written on a card with key words (instructions, safe, school, road, home) highlighted. The teacher can also pre-teach the word "consequences" with a simple example. | Descriptors only (no points): • The student participates in the discussion. • The student attempts to formulate a guess, either independently or with peer support. |
Whiteboard/Projector with the riddle. Timer. |
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (10 min) · Reflection (5 min) | |||||