CHECKED _____________
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Short-term plan for English language in Grade 4
| Unit | Module2: My world |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 4 Attendance: _____ Absent: _____ |
| Lesson topic | A wonderful story |
| Learning objectives covered in this lesson (curriculum reference) | 4.1.5.1 use contextual clues to predict content in short, supported talk on an increasing range of familiar topics. 4.2.3.3 take turns when speaking with others in a limited range of basic exchanges. 4.3.3.1 follow short written instructions and directions 4.4.2.2 use words, short phrases, and statements to complete a written text at a sentence level; 4.5.1.10 use common simple present forms, including short answer forms contractions a growing range of familiar topics; |
| Lesson goal |
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| Value for integration | Independence and patriotism |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | SEN support | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|---|
| Lesson opening (5 min) Engagement: Real‑life hook & prediction |
Teacher says: “Look at the slide (Ex 1 p 22). I see a family, a dog, a kitchen. What do you think the story is about? Is it about helping? About a robot dog? Turn to your partner and share one idea.” Collects 2–3 predictions on board. “Now we will read and watch to check!” Differentiation prompt for SEN: shows a picture of a dog + rubbish bin → “ROLO helps? Yes/No?” |
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Visual support: slide with key words (breakfast, dishes, rubbish). Sentence starter: “I think …”. |
Descriptor (no points): • makes a logical prediction using picture clue • participates in pair exchange |
Projector, slide 2 (Ex 1 p 22), textbook p 22, whiteboard. |
| Откроется после регистрации: Lesson middle (20–25 min) · Lesson end (5–10 min) | |||||