CHECKED _____________
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Short-term plan for английский язык in Grade 4
| Unit | All about me |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 4 Attendance: _____ Absent: _____ |
| Lesson topic | school again |
| Learning objectives covered in this lesson (curriculum reference) |
4.1.2.2 recognise words similar to words in a student’s native language; 4.2.1.1 pronounce words, short phrases, and simple sentences using appropriate stress, rhythm, and intonation; 4.5.1.10 use common simple present forms, including short answer forms contractions on a growing range of familiar topics; |
| Lesson goal |
|
| Value for integration | Diligence and professionalism |
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 (Riddle) |
T: "Good morning, class! Let's start with a riddle. I have many pages. I can tell stories or give you facts. You use me every day at school. What am I? Think and tell me your ideas."
Listens to all hypotheses. "Good guesses! Yes, it's a book, a textbook! Today we are talking about 'school again'. What other things do we use at school every day?" Writes the topic "school again" on the board. |
Students listen to the riddle. They think and raise hands to give answers (e.g., "Book!", "Notebook!", "Copybook!"). They share ideas about school objects. | For a student with attention difficulties, the teacher provides the riddle visually on a card with picture clues (book, pen, school). The teacher maintains eye contact and uses gestures. | Descriptors: The student participates by offering at least one hypothesis for the riddle. No points. |
Whiteboard/marker, visual card with riddle and pictures for SEN student. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | |||||