CHECKED _____________
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Short-term plan for Английский in Grade 7
| Unit | Space and Earth |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 7 Attendance: _____ Absent: _____ |
| Lesson topic | Ecological problem |
| Learning objectives covered in this lesson (curriculum reference) | IDdentify major environmental problems |
| Lesson goal |
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| Value for integration | Law and order |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Actions for SEN students | Assessment formats | Resources |
|---|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Mind Map & Discussion) |
Teacher: "Good morning, class! Our planet Earth is part of a bigger system—space. But we have some serious problems here on Earth. Let's brainstorm. I'll write 'Ecological Problem' on the board. You have 1 minute to shout out any words or phrases you associate with this topic. Ready? Go!" (Teacher writes all ideas on the board in a mind map). After 1 min: "Great! Now, let's look at our mind map. I'll choose three words: 'trash', 'smoke', and 'animals'. Who can tell me how these are connected to an ecological problem?"
Possible dialogue: T: "Alina, you said 'trash'. What problem is that?" Student (possible response): "It's pollution. Too much plastic in the ocean." T: "Excellent. And 'smoke', Daniyar?" Student: "From factories and cars. It makes the air dirty." T: "Perfect. And 'animals', Aruzhan?" Student: "They lose their homes when forests are cut down." T: "Well done! So, we are already talking about major problems: pollution, air pollution, deforestation. Today, we will identify and learn more about these major environmental problems." |
Students actively call out associations (e.g., pollution, plastic, global warming, dirty air, cutting trees, endangered species). They listen to peers and participate in the discussion of the three selected terms, explaining connections. |
Strategy: Pre-teaching & Visual Support.
Before the lesson, show the SEN student(s) a set of 4-5 picture cards depicting clear environmental issues (e.g., a pile of garbage, a factory with smoke, a cut forest). Discuss them briefly. During brainstorming, encourage them to point to or name the items from their cards. The teacher can write these down prominently. During discussion, ask them direct, simple questions about their pictures: "What do you see in this picture? Is it a problem?" |
Formative: Observation of oral participation. Descriptor: The student contributes at least one relevant association to the mind map or successfully explains the connection for one of the three discussed terms. | Whiteboard/markers, Prepared picture cards for SEN students (visuals of pollution, deforestation, etc.). AI Tool: MindMeister or a simple whiteboard AI (like Miro's AI template suggestion) can be used to quickly organize the brainstormed words into a digital mind map projected for the class, helping visual learners. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | |||||