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Lesson Plan English Grade 7 Term 1: Cumulative review. Welcome unit 2

ENGLISHGrade 7Term 1Lesson PlanENG

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Short-term lesson plan (KSP) for Grade 7, subject: English, Term 1

Unit:	Unit 2 Communication and Technology
School:
Teacher's full name:
Subject:	English
Grade:	7
Term:	1
Lesson type:	Knowledge assessment
Lesson topic:	Cumulative review. Welcome unit 2
Learning objectives (State Compulsory Education Standard):	7.4.1.1 understand the main points in texts on a limited range of unfamiliar general and curricular topics; 7.5.3.1 Write with moderate grammatical accuracy on a limited range of familiar general and curricular topics
Value integration:	Unity and solidarity
Value goal (Lower secondary school):	The ability to make friends, work in a group and show respect for others. The ability to show empathy, care and support. The ability to resolve conflicts. The ability to understand and accept differences between people. The ability to show tolerance.
Types of student work in the lesson:	Pair,Differentiated,Project,Research,Whole-class
Types of learning tasks:	Matching, Creative task (essay, drawing, project), True/false, Reflection and self-assessment
Use of AI in the lesson:	ChatGPT used to generate diverse text-based prompts for the research task; Canva Magic Design used by students to create visual project layouts; all AI-generated content is cross-referenced with the official course textbook for accuracy.
Physical activity break:	included

Lesson stage / Time	Teacher's actions (detailed lines and instructions)	Students' actions	Assessment	Resources
Beginning of the lesson (0–5 min)	Teacher greets class, sets the tone for "Unity and Solidarity". Provocative question: "Can we live without technology for one day? Why or why not?" Teacher facilitates a quick brainstorming session on the whiteboard.	Students respond to the question, share personal anecdotes about technology usage, and engage in whole-class discussion.	Formative assessment: participation in discussion and quality of arguments.	Whiteboard, markers.

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