Handbook-informed classroom practice
Express conditions, comparisons and certainty
A 45-minute grammar lesson connecting four original routines with an individual transfer task.
The lesson’s worked models
Calibrate May and Must in an Inference
“The surface may be wet because it looks shiny” expresses a possibility. “It must be wet” overstates the evidence: shine alone could have another explanation.
A shiny surface
It may be wet
A glossy material
Express a Testable Conditional
“If the ramp is steeper, the trolley may travel farther under the same release conditions.” This is a prediction to test, not a guarantee or an instruction to run an unapproved practical.
Ramp steepness
Distance may increase
Release conditions
Repair a Comparative with a Criterion
“The second design is better” is incomplete. “The second design supports a greater load with the same material” identifies a criterion without declaring it better in every respect.
Design 2 is better
Load supported
Greater load; same material
Notice the Meaning of a Passive Omission
“The reading was recorded” may be enough in a method summary. In a reliability discussion, “Two observers independently recorded the reading” preserves information about how observations were checked.
The reading was recorded
Two independent observers
Retain the actor when relevant
A 45-minute route
Start · 5 minutes: introduce the subject context, establish vocabulary and show the first model.
- Calibrate May and Must in an Inference · 8 minutes
Match a modal choice to the strength of available evidence.
Open activity 1 - Express a Testable Conditional · 8 minutes
Use if to connect a proposed condition to a prediction.
Open activity 2 - Repair a Comparative with a Criterion · 8 minutes
Make the basis of comparison explicit.
Open activity 3 - Notice the Meaning of a Passive Omission · 8 minutes
Decide whether removing the actor loses important evidence.
Open activity 4
Finish · 8 minutes: remove the models and use the final activity’s fresh-example check.
Plan the lesson for your class
Exit task
Give a new method/reliability pair and ask learners to justify an active or passive choice.
Keep the response and record which support was still needed. Plan retrieval in the next lesson using another context.
Questions that keep learners thinking
What evidence would justify a stronger claim?
Which condition changes, and what do you predict rather than know?
Better in which respect, and compared with what?
Does this question need to know who measured or checked the result?
Ask learners to explain a revision or decision rather than simply repeat a teacher model.
Use the sequence flexibly
Choose two routines for a shorter lesson. For learners needing more language support, build in oral rehearsal and reduce the amount written; retain the subject reasoning. For greater independence, provide the task and criteria without the model.
This is an original classroom lesson, not a Cambridge examination task or an endorsed course sequence.