CHECKED _____________
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Short-term plan for English in Grade 8
| Unit | Travel and Transport |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 8 Attendance: _____ Absent: _____ |
| Lesson topic | Everyday English. Going through passport control |
| Learning objectives covered in this lesson (curriculum reference) |
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| Lesson goal |
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| Value for integration | Fairness and responsibility |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Storytelling with a trigger) |
Teacher: "Good morning, class! Today, we're starting a journey. Imagine you've just landed in London after a long flight. You're tired but excited. You walk up to the passport control officer. I'm going to tell you what happened next, but listen carefully because I might make a mistake in my story. Ready? 'The officer smiled and said, 'Welcome. Can I see your train ticket, please?' I gave him my passport. He looked at it, asked why I was visiting. I said, 'For a holiday.' He then asked, 'How long will you be staying?' I answered, 'For two weeks.' He stamped my passport and said, 'Enjoy your meal!' And I walked through."
"So, what was the deliberate mistake or strange thing in my story?" (Expected answer: The officer asked for a train ticket, not a passport, and said 'Enjoy your meal' instead of 'Enjoy your stay'.) "Excellent spotting! Why is that a problem? What should the correct procedure be?" |
Students listen to the story. They identify the incorrect/misplaced elements. They volunteer answers, explaining why the procedure was wrong and what should happen at passport control. | Descriptors:
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Whiteboard/marker. AI Tool: ChatGPT to generate alternative, more complex 'error stories' for differentiation. |
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (8 min) · Reflection (5 min) | ||||