CHECKED _____________
____________________
Short-term plan for English in Grade 3
| Unit | English |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 3 Attendance: _____ Absent: _____ |
| Lesson topic | Where does she work? Words: Places. |
| Learning objectives covered in this lesson (curriculum reference) | 3.1.5.1- distinguish between phonemically distinct words; 3.5.7.1 spell a growing number of familiar high-frequency words accurately during guided writing activities; |
| Lesson goal |
|
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Phoneme Race) |
Teacher: "Good morning, class! Today, we are going on a sound hunt. I will say two words. You must listen very carefully and show me which sound you hear first. Thumbs up for the sound in 'work' /ɜː/. Thumbs down for the sound in 'shop' /ɔː/. Ready? Let's start the timer (2 minutes). Listen: 'work'... 'shop'... 'word'... 'short'... 'nurse'... 'horse'... 'bird'... 'ball'." (Teacher monitors and gives quick feedback: "Great! I see many thumbs up for 'work'!") | Students listen attentively to the teacher's words. They show thumbs up for words containing the /ɜː/ sound and thumbs down for words containing the /ɔː/ sound. They respond quickly within the time limit. | Descriptors:
|
Timer (online or physical), list of minimal pairs (work/shop, word/short, nurse/horse, bird/ball). AI Tool: An AI-powered text-to-speech generator (e.g., NaturalReaders, TTSMaker) to produce clear, consistent pronunciations of the word pairs, ensuring auditory accuracy. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson middle (cont.) · Lesson end (5-10 min) · Reflection (5 min) | ||||