CHECKED _____________
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Short-term plan for английский язык in Grade 8
| Unit | food and drink |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 8 Attendance: _____ Absent: _____ |
| Lesson topic | cooking methods |
| Learning objectives covered in this lesson (curriculum reference) | 8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics |
| Lesson goal |
|
| Value for integration | Diligence and professionalism |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement ("What if...?" question) |
Teacher: "Good morning, class! Let's start with a 'What if...?' question. What if you had to cook a perfect chicken breast, but you only had one of these: a pot of boiling water, a frying pan with oil, or an oven? Which would you choose and why? Think for 30 seconds, then share your idea with your elbow partner." Teacher listens to pairs, then asks 2-3 pairs to share with the class. "Great ideas! You've just described different cooking methods. Today, we'll learn the specific names for these methods and the science behind them." | Students think individually, then discuss their hypothesis with a partner. Volunteers share their partner's reasoning with the whole class (e.g., "Amina said she would use the oven because it cooks evenly."). | Descriptors only, no points. • The student participates in the pair discussion. • The student's response (or their report of a partner's response) shows an attempt to connect a tool (pot, pan) to a cooking process. |
Whiteboard, markers. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||