CHECKED _____________
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Short-term plan for english in Grade 8
| Unit | Reading for pleasure (Unit 5.) |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 8 Attendance: _____ Absent: _____ |
| Lesson topic | Project: A film poster |
| Learning objectives covered in this lesson (curriculum reference) |
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| Lesson goal |
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| Value for integration | Independence and patriotism |
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 creative question. What if you had to convince someone to watch a movie using only one single page? Not a trailer, not a review—just one page. How would you do it? Think for 30 seconds, then share your ideas with your elbow partner." After partner talk: "Okay, let's hear some ideas. Aizhan?" Possible Student Responses: "I would draw the main character." "I'd write a catchy sentence." "I'd show the most exciting scene." Teacher: "Excellent ideas! You've just described the core elements of a film poster. Today, we are becoming marketing designers. Our project is to create a compelling film poster. We will analyze real posters, plan in teams, and design our own." |
Students think individually, then discuss the "What if...?" question with a partner. They listen to peers' ideas and connect them to the lesson topic. | Descriptors: The student participates in the discussion, shares an idea, and listens to peers. No points. |
Whiteboard, markers, sample film poster (digital or print). AI Tool Suggestion: Use an AI image generator (e.g., Midjourney, DALL-E) to instantly create a "What if..." scenario visual (e.g., "a poster for a movie about a robot learning to paint") to spark immediate interest and model creativity. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||