КСП «Speaking. Taking an interview» по английскому языку, 8 класс

Краткосрочный план урока по английскому языку для 8 класса по теме «Speaking. Taking an interview». Открыты цели обучения, цели урока и начало урока; весь план и файл Word — после бесплатной регистрации. Материал написан на английском языке.

Английский язык
8 класс
Обновлено 25.09.2026

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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	Speaking. Taking an interview
Learning objectives covered in this lesson (curriculum reference)	8. 3. 7. 1 use subject-specific vocabulary and syntax within the framework of general and a number of educational topics 8. 5. 1. 1 planning, writing, revising and checking text-level work on general and academic topics with minor support;
Lesson goal	By the end of the lesson students will be able to compose and ask 6 appropriate interview questions on sport and health topics using subject-specific vocabulary (measurable: 6 questions per learner). Students will conduct a short (2–3 minute) interview in a role-play and record key answers in a short written report (measurable: 2-minute delivery and 4–6 sentence summary). Students will plan, revise and check a short written summary of interview findings with minor support (measurable: revise to at least 80% accuracy according to success descriptors).

Lesson flow

Lesson stage / Time	Teacher actions (complete prompts and instructions)	Student actions	Assessment (criteria • descriptors • points)	Resources
Lesson opening (5 min) Engagement (mind map; 1 min + select 3)	Teacher script and actions (step-by-step): “Class, we'll start with a 1-minute mind map. On your mini-whiteboard or paper, write the word SPORT in the center and quickly write any words or short phrases that come to mind. You have 60 seconds.” (Start timer.) After 60 sec: “Now choose three of your words that are the most interesting to you. Be ready to share them.” Pick 3 students randomly (or by raising hands) and ask: “Tell us your three words and why you chose each one.” Use quick follow-up: “Why is that important for health?” Provide rapid positive feedback and model one example: “I wrote RUNNING — healthy heart — I chose it because it improves stamina.” Teacher-class dialogue (example): Teacher: “Ready? 60 seconds — GO.” Teacher (after): “Who will share their three words?” Student A: “Soccer, teamwork, practice.” Teacher: “Good. Why teamwork?” Student A: “Because it helps communication and motivation.” How teacher monitors: circulates, notes common vocabulary and misconceptions.	Student actions (detailed): All 12 students: individually create 1-minute mind map (individual task). All students choose 3 words from their map and prepare to explain. 3 selected students speak aloud (approx. 30–45 sec each) explaining choices; others listen and take one note. Possible student responses (examples): “Basketball — friends — fun.” “Yoga — flexibility — stress relief.”	Assessment: formative descriptors only — no points. Student produces at least 3 associations in mind map. Student can name and briefly explain three selections (1–2 sentences each). Student uses at least one subject-related word (e.g., exercise, training, stamina). Note: no points.	Resources: Mini-whiteboards / paper and pens Timer (phone or classroom timer)
Откроется после регистрации: Lesson middle (20–25 min) · Lesson end (5–10 min) · Reflection (5 min)

Lesson stage / Time

Teacher actions (complete prompts and instructions)

Student actions

Assessment (criteria • descriptors • points)

Resources

Lesson opening (5 min)
Engagement (mind map; 1 min + select 3)

Teacher script and actions (step-by-step):

“Class, we'll start with a 1-minute mind map. On your mini-whiteboard or paper, write the word SPORT in the center and quickly write any words or short phrases that come to mind. You have 60 seconds.” (Start timer.)
After 60 sec: “Now choose three of your words that are the most interesting to you. Be ready to share them.”
Pick 3 students randomly (or by raising hands) and ask: “Tell us your three words and why you chose each one.” Use quick follow-up: “Why is that important for health?”
Provide rapid positive feedback and model one example: “I wrote RUNNING — healthy heart — I chose it because it improves stamina.”

Teacher-class dialogue (example):

Teacher: “Ready? 60 seconds — GO.”
Teacher (after): “Who will share their three words?”
Student A: “Soccer, teamwork, practice.”
Teacher: “Good. Why teamwork?”
Student A: “Because it helps communication and motivation.”

How teacher monitors: circulates, notes common vocabulary and misconceptions.

Student actions (detailed):

All 12 students: individually create 1-minute mind map (individual task).
All students choose 3 words from their map and prepare to explain.
3 selected students speak aloud (approx. 30–45 sec each) explaining choices; others listen and take one note.

Possible student responses (examples):

“Basketball — friends — fun.”
“Yoga — flexibility — stress relief.”

Assessment: formative descriptors only — no points.

Student produces at least 3 associations in mind map.
Student can name and briefly explain three selections (1–2 sentences each).
Student uses at least one subject-related word (e.g., exercise, training, stamina).

Note: no points.

Resources:

Mini-whiteboards / paper and pens
Timer (phone or classroom timer)

Откроется после регистрации: Lesson middle (20–25 min) · Lesson end (5–10 min) · Reflection (5 min)

Материал опубликован обезличенно: имя автора и название школы из него убраны.

Это начало плана

Выше — тема, цели и первый этап урока. Весь план откроется после регистрации, там же его можно скачать в Word. Регистрация бесплатная.

В полной версии

Lesson middle (20–25 min)
Lesson end (5–10 min)
Reflection (5 min)
Ready-to-use tasks

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