CHECKED _____________
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Short-term plan for English language in Grade 8
| Unit | Unit 1 |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 8 Attendance: _____ Absent: _____ |
| Lesson topic | CLIL Geography: sus |
| Learning objectives covered in this lesson (curriculum reference) | 8.1.5.1 use feedback to set personal learning objectives 8.5.5.1 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics 8.2.7.1 recognise typical features at word, sentence and text level of a growing range of spoken genres |
| Lesson goal |
|
| Value for integration | Diligence and professionalism |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | SEN support | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|---|
| Lesson opening (5 min) Engagement – real‑life news hook |
Teacher: "Good morning! Look at the screen: a village in India replaced 200 plastic bottles with bamboo flasks. In one year, they reduced waste by 40%. Can small actions really help the planet?" Show 2 photos (polluted river vs. clean local park). Ask: “What do you think – can one person make a difference? Predict in one sentence.” Write 2–3 predictions on board. Value connection: “Today we will work like professionals – with diligence, finishing every task with quality.” |
|
SEN: sentence starter on desk: “I think one person can/can’t help because…” Visual prompt with emojis. |
Descriptors only (no points): • contributes a prediction (verbal or written) • listens to partner’s idea • shows engagement with the hook |
Slides: 2 photos (plastic waste / clean park); whiteboard; markers. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | |||||