CHECKED _____________
____________________
Short-term plan for English in Grade 7
| Unit | Healthy habits |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 7 Attendance: _____ Absent: _____ |
| Lesson topic | Use of English 8b, Modals (must, have to) p.91 |
| Learning objectives covered in this lesson (curriculum reference) |
7.3.6.1 begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 7.6.13.1 use a variety of modal forms for different functions on a range of familiar 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 | SEN support | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Storytelling with a mistake) |
Teacher: "Good morning, class! Let me tell you a quick story about my morning. This morning, I woke up and I have to drink a glass of water because I love it. Then, I must drive on the right side of the road because it's the law. I felt great!"
"Now, I need your detective skills. Did you spot anything strange or confusing in my story? Discuss with your elbow partner for 30 seconds." After discussion: "Who can tell me what was odd?" (Expected: The use of 'have to' for personal preference and 'must' for law is swapped). "Exactly! Today, we'll become experts at using 'must' and 'have to' correctly, especially when talking about healthy habits." |
Listen to the story. Discuss with a partner to identify the deliberate mistake in modal verb usage. Volunteer answers. The goal is to recognize that 'must' often expresses strong personal obligation/necessity, while 'have to' often expresses external rules. | Provide the story written on a slide or handout with the key sentences highlighted. Allow partner to explain. Use clear, slow speech. | Descriptors (no points): • The student actively listens to the story. • The student participates in partner discussion. • The student attempts to identify the mistake in modal usage. |
Whiteboard/Projector, printed story for SEN. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | |||||