CHECKED _____________
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Short-term plan for английский язык in Grade 8
| Unit | Use of English |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 8 Attendance: _____ Absent: _____ |
| Lesson topic | Entry test and revision |
| Learning objectives covered in this lesson (curriculum reference) | Demonstrating initial language proficiency; revising key grammar and vocabulary; identifying areas for improvement. |
| Lesson goal |
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| Value for integration | Diligence and professionalism |
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 puzzle. I am something you use every English lesson. I have rules, but I am not a game. I can be regular or irregular. I help you talk about time. What am I? Write down your guess." Gives 1 minute. Then: "Let's hear your hypotheses." Listens, confirms: "Yes, it's a verb tense! Today we are revisiting these rules to see how well we remember them and to plan our work for the term." | Students listen, think individually, write down a guess (e.g., "verb," "grammar," "tense"). Some volunteer answers: "Is it grammar?", "Maybe it's past tense?" | Provide the riddle in written form on a card/board. Allow thinking time with a partner before sharing. | Descriptors: Student proposes a logical hypothesis related to language learning. No points. |
Whiteboard/marker, printed riddle cards for SEN. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | |||||