CHECKED _____________
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Short-term plan for English in Grade 3
| Unit | English |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 3 Attendance: _____ Absent: _____ |
| Lesson topic | It’s hot today! Skills time \Reading\Speaking\ Writing and listening. |
| Learning objectives covered in this lesson (curriculum reference) | 3.2.3.1- give short, basic description of people and objects; 3.2.3.2- begin to describe past experiences on a limited range of general and some curricular topics; |
| Lesson goal |
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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 mistake) |
Teacher: "Good morning, class! Listen to my short story about my morning. 'This morning, I woke up and looked outside. It was very cold and snowy. I put on my coat, my hat, and my warm boots. Then I ate a big bowl of hot soup for breakfast because I was so cold. After that, I decided to go to the beach and swim in the sea!'" Prompt: "Was my story correct? What part sounds strange? Why? Let's discuss." Script: "Yes, you are right! If it's cold and snowy, we don't usually go to the beach to swim. That part is funny or wrong. So, what weather is good for the beach? (Elicit: hot, sunny). Perfect! Today, we are talking about hot days!" |
Students listen attentively. They identify the inconsistency ("You don't swim when it's cold and snowy"). They respond to teacher's questions, suggesting "hot" or "sunny" weather for the beach. They engage in a brief discussion. | Descriptors:
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Whiteboard/marker, teacher's voice. AI Tool: A text-to-speech generator (e.g., NaturalReader) could be used to read the story with different emotional tones to enhance engagement and listening comprehension. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||