CHECKED _____________
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Short-term plan for английский язык in Grade 8
| Unit | Sport, health exercises |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 8 Attendance: _____ Absent: _____ |
| Lesson topic | Grammar 2. So, such, too, enough |
| Learning objectives covered in this lesson (curriculum reference) |
8.5.6.1 to logically connect a sentence to a paragraph on its own, using the main connectives, familiar topics 8.6.12.1 use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs. Use an increased variety of pre-verbal, post-verbal and end-position adverbs 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 (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (method): Mini-game "Fix It Fast" with a 90-second timer |
Teacher script and actions (step-by-step): 1. "Class, we will start with a quick challenge: Fix It Fast. I will show 6 short sentences on the board. In 90 seconds, correct as many sentences as you can. Ready?" (pause for thumbs up). 2. Display sentence 1. Start the 90-second timer. Walk around to observe. Encourage quick oral responses: "Who has a correction? Say it loud." 3. After timer finishes, go through correct answers with the class quickly: read each sentence, ask one volunteer to give the correction, then confirm and show model sentence using so/such/too/enough or correct adverb placement. 4. Quick wrap-up: "Well done. We will use these forms today to write and speak about sport and health." Teacher cues: "Start now — 90 seconds!" / "Who will say the correction?" / "Listen to the model." / "Thumbs up if you understood." Group formation note: Individual start — all 12 students work alone for speed. Then teacher picks volunteers from different seats to respond. |
- Students individually read displayed sentence(s). - Each student writes corrections on personal whiteboard or notebook within 90 seconds. - Volunteers read corrections aloud when called. Possible student responses: "It is too cold to play." "She runs not as quickly as him." (teacher corrects to "not as quickly as him/her"). Some students may ask for clarification: "Why 'too' not 'very'?" Teacher responds with short model. |
- Success descriptors only — no points. • Students attempt corrections quickly. • Students can verbalize at least one correct correction after timer. • Teacher notes readiness and common errors for later instruction. no points |
- Projector/interactive whiteboard, 6 Fix-It sentences slide (see Ready-to-use tasks). - Individual mini whiteboards / notebooks, pens, 90-second timer (phone or online). - Resources & AI: list of example sentences generated previously by language model (teacher file). Tools recommended in AI block below. |
| Откроется после регистрации: Lesson middle (20–25 min) · Lesson end (5–10 min) · Reflection (5 min) | ||||