CHECKED _____________
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Short-term plan for English language in Grade 3
| Unit | My school |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 3 Attendance: _____ Absent: _____ |
| Lesson topic | What is on your desk? Where is it? |
| Learning objectives covered in this lesson (curriculum reference) | 3.1.2.1 recognize familiar words with visual support; 3.1.1.1 recognize the sounds of phoneme blends in words; 3.2.3.3 make introductions and requests in basic interaction with others |
| 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 method: real-life case + prediction |
Teacher: “Look at my desk. I have a pencil case, a book, and a ruler. But yesterday my student Alisher said: ‘Teacher, my pencil is not on the desk! It’s under the book!’ Can you predict: where is the pencil? (show real desk). I will move things and you guess.” Prompt: “Point and say: on / in / under / next to.” Differentiation: For the single student, ask directly and use hand gestures. |
Student watches teacher’s desk, points and says: “On the book!”, “Under the pencil case!”. Predicts by saying: “I think the pencil is in the pencil case.” |
Descriptors (no points):
|
Real desk with: pencil, book, ruler, pencil case, eraser. Visual cards: on, in, under, next to. AI tool: Google Gemini (https://gemini.google.com) – to show quick example sentences if needed. |
| Откроется после регистрации: Lesson middle (20–25 min) · Lesson end (5–10 min) · Reflection (5 min) | ||||