CHECKED _____________
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Short-term plan for English in Grade 8
| Unit | Unit 5 Reading for pleasure |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 8 Attendance: _____ Absent: _____ |
| Lesson topic | Language focus. Could, can, will be able to |
| Learning objectives covered in this lesson (curriculum reference) | 8.4.2.1 understand specific information in texts on a variety of familiar general and reading topics, including some longer texts; 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; |
| Lesson goal |
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| Value for integration | Law and order |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Riddle) |
Teacher: "Good morning! Let's start with a small puzzle. Listen carefully: 'I describe possibility, past and present skill, and future potential. People often confuse my forms when talking about rules and what is allowed. What grammar point are we focusing on today?'" Allow 1-2 minutes for thinking. If students struggle, give a hint: "Think about words like 'can' and 'could'." Teacher: "Let's hear your hypotheses." (Listens to 2-3 students) "Excellent ideas. Yes, today we are focusing on the modal verbs: could, can, will be able to. We will learn to use them precisely, especially when discussing rules and responsibilities." |
Students listen to the riddle. They think individually, then volunteer answers. Possible responses: "Modal verbs?", "Talking about ability?", "Can and could?". |
Descriptors:
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Whiteboard/marker. AI Tool: ChatGPT to generate alternative riddles or context examples on the fly if needed for clarification. |
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (8 min) · Reflection (5 min) | ||||