Short term plan: term 4

The theme: Language focus: Should, must and have to

Unit of a long term plan: Unit 9 The world of work		School:
Date: 03.05.23		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Language focus: Should, must and have to
Learning objectives	8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics 8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.6.13.1 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics
Lesson objectives	Learners will be able to: • Learn the difference between should, must and have to. • Learn how to improve your English. • Practise using should, must and have to to make recommendations and talk about school
Plan

Stages / Time	Teachers’ actions	Students’ actions	Assessment criteria	Resources
Start 2 min 3 min	Organization moment 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm-up Method speaking phone was used to develop speaking skills. Lead – In • Ask students to look back through the unit and find examples of should, must and have to. • Elicit some simple sentences and write them on the board. • Underline the verbs and ask students to translate the sentences into their own language.	Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students say different words from the picture	Formative Assessment Good job! Assessment criteria -Identify detailed information in extended conversation with support	Pictures Student’s book
Main part 10 min 10 min 10 min 8 min	Ex: 1 P:109 • Point out the difference in meaning between mustn’t and don’t have to. • After completing the table, students can compare answers in pairs before you check with the class. Then refer back to the warm-up examples on the board and ask students to classify them LANGUAGE NOTE Students often confuse the meanings of mustn’t (= prohibition) and don’t have to (= no obligation). Typical errors might be: We mustn’t pay. (instead of We don’t have to pay) or We don’t have to park here. (instead of We mustn’t park here). Students may also still make mistakes with the form of the modals: You should to tell him Ex: 2 P:109 • Encourage students to read through the whole text to get an idea of the context before they complete the activity. • Allow students time to choose the correct words before they listen to the CD and check their answers Ex: 3 P:109 • Refer students back to the table in exercise 1 to help them choose the correct verbs. • Ask students to compare their answers in pairs and correct any mistakes. • Hold a feedback session with the whole class to ensure students are making the correct distinctions in the use of the modals. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.	Students complete the sentences from the listening with words in the box. Descriptor: - complete the table - ask students to classify them Differentiation: «Verbal support» method is used to help Students use new words in the text. Students read the text and choose the correct words Descriptor: - read the text - choose the correct words Students write true sentences using have to Descriptor: - write true sentences using have to	-can complete the table Total: 1 point Answers: 1 should 2 has to 3 have to 4 must study 5 mustn’t 6 don’t have to -can choose the correct words Total: 1 point Answers: 1 don’t have to 2 mustn’t 3 must 4 don’t have to 5 should 6 have to 7 mustn’t 8 shouldn’t 9 must 10 have to -can write true sentences using have to Total: 1 point Answers: Students’ own answers	Cards Worksheets
End 2 min	FEEDBACK Learners provide feedback on what they have learned at the lesson.		Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! .	Poster

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Short term plan: term 4

The theme: Asking for and giving advice

Unit of a long term plan: Unit 9 The world of work		School:
Date: 04.05.23		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	Asking for and giving advice
Learning objectives	8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
Lesson objectives	Learners will be able to: • Listen to a dialogue in which people ask for and give advice. • Learn key phrases for asking for and giving advice. • Practise asking for and giving advice
Plan

Stages / Time	Teachers’ actions	Students’ actions	Assessment criteria	Resources
Start 2 min 3 min	Organization moment 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm-up Method speaking phone was used to develop speaking skills. Lead – In • With books closed, write the word advice on the board and elicit the meaning. In a weaker class, ask students to translate the word into their own language if necessary. • Ask them when they ask for advice, and who they ask. • Ask students when they give advice and to whom. Elicit some ideas and encourage students to contribute. • Ask students what they would say in English to ask for advice or give someone advice. Elicit ideas, but do not confirm or reject any at this stage	Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students say different words from the picture	Formative Assessment Good job! Assessment criteria -Identify detailed information in extended conversation with support	Pictures Student’s book
Main part 10 min 10 min 10 min 8 min	Ex: 1 P:110 • Refer students to the photo, and ask them to work in pairs to discuss what could be happening. • Elicit ideas, but do not confirm or deny them at this stage. Ex: 2 P:110 • Read the question with the class and elicit or explain that the first time students hear the recording, they should concentrate on getting the general meaning of the conversation, and three specific pieces of advice. Ex: 3 P:110 • Students work individually to complete the key phrases, then check their answers by listening to the CD. • You could ask students to find the key phrases in the dialogue and translate them into their own language. • Go round and listen as students practise the dialogue in pairs. Help with pronunciation as necessary Ex: 3 P:110 • Students work individually to match the sentences and responses. Remind them that there is one response they do not need. • In a weaker class, you could ask students to practise the sentences and responses in pairs. In a stronger class, encourage students to think of a context for each exchange. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.	Students look at the photo. What is Adam doing? Descriptor: - discuss about the photo Differentiation: «Verbal support» method is used to help Students use new words in the text. Students listen to the dialogue. What three things does Lucy advise? Descriptor: - read the question - answer the question Students complete the key phrases from the dialogue. Then listen and check. Descriptor: - complete the key phrases Students match sentences with responses. There is one response that you don’t need.	-can discuss about the photo Total: 1 point Answers: Adam is reading a text message on his mobile -can answer the question Total: 1 point Answers: Lucy advises Adam not to cheat, to tell his teacher, and to tell the boy what he thinks. -can complete the key phrases Total: 1 point Answers: 1 matter 2 should 3 do 4 for . 5 you 6 sure -can match sentences with responses Total: 1 point Answers: 1 d 2 b 3 g 4 c 5 e 6 a	Cards Worksheets
End 2 min	FEEDBACK Learners provide feedback on what they have learned at the lesson.		Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! .	Poster

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Short term plan: term 4

The theme: An opinion essay

Unit of a long term plan: Unit 9 The world of work		School:
Date: 04.05.23		Teacher name:
Grade: 8		Number present:	absent:
Lesson title	An opinion essay
Learning objectives	8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts 8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics
Lesson objectives	Learners will be able to: • Study a model opinion essay. • Learn key phrases for an opinion essay. • Learn how to order information. • Write an opinion essay.
Plan

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Stages / Time	Teachers’ actions	Students’ actions	Assessment criteria	Resources
Start 2 min 3 min	Organization moment 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm-up Method speaking phone was used to develop speaking skills. Lead – In • With books closed, ask students if they are in favour of school uniforms. Ask them to explain their answers. • Write the words opinion essay on the board. Elicit or explain that in an opinion essay, you give your own opinion and the reasons for your opinion, rather than arguing the advantages and disadvantages of something.	Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students say different words from the picture	Formative Assessment Good job! Assessment criteria -Identify detailed information in extended conversation with support	Pictures Student’s book
Main part 10 min 10 min 10 min 8 min	Ex: 1 P:111 • After students have read the model text and answered the questions, check answers with the class. Point out that in an opinion essay you can use contractions. Ex: 2 P:111 • Read through the key phrases with the class and check understanding. Then check the answer to the question in the instructions Ex: 3 P:111 • Refer students back to the model text. In a weaker class, point out that we use the linkers at the beginning of a sentence and they are followed by a comma. In a stronger class, elicit this information. • Ask some students to read their paragraphs to the class and check that they have used the linkers correctly Ex: 3 P:110 • Students work individually to match the sentences and responses. Remind them that there is one response they do not need. • In a weaker class, you could ask students to practise the sentences and responses in pairs. In a stronger class, encourage students to think of a context for each exchange. Ex: 4 P:110 • Read the task with the class. • Students think and plan their essays individually. If some students are struggling to think of ideas, you could brainstorm some ideas about boarding schools with the whole class. • Students write their essays. This can be set for homework. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.	Students read the model text and answer the questions Descriptor: - read the model text Differentiation: «Verbal support» method is used to help Students use new words in the text. Students study the key phrases Descriptor: - study the key phrases Students look at sentences and choose the four best reasons for learning English. Then write a paragraph using the linkers in the box. Descriptor: - work individually - write a paragraph using the linkers in the box. Students follow the steps in the writing guide.	-can read the model text Total: 1 point Answers: 1 The writer gives four arguments in favour of school uniforms. 2 Paragraph 3. 3 School uniforms are compulsory at the writer’s school, but at most schools in the same area they are not. 4 They like to choose their own clothes. 5 Students’ own answers. -can choose the four best reasons Total: 1 point Answers: All in all, … . / In conclusion, … -can write a paragraph using the linkers Answers: Students’ own answers.	Cards Worksheets
End 2 min	FEEDBACK Learners provide feedback on what they have learned at the lesson.		Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! .	Poster

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