CHECKED _____________
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Short-term plan for English in Grade 4
| Unit | Machines. |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 4 Attendance: _____ Absent: _____ |
| Lesson topic | Slow machines 2 |
| Learning objectives covered in this lesson (curriculum reference) | 4.1.6.1 understand some specific information and detail of short, supported talk on an increasing range of general and some curricular topics 4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics |
| Lesson goal |
|
| Value for integration | Law and order |
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 (Storytelling with a mistake) |
T: "Good morning! Today, we continue talking about machines. I want to tell you a short story about my morning. Listen carefully! 'This morning, I was in a big hurry to get to school. I jumped on my super-fast washing machine and pedaled very quickly! I saw a red traffic light, so I stopped my washing machine, put on my helmet, and waited for the green light.'" T: "Was my story correct? What was strange? Yes, you ride a bicycle, not a washing machine! Today we will listen and talk about real slow machines and the important rules we must follow when using them." |
Students listen to the story. They raise hands to identify the deliberate mistake ("You don't ride a washing machine!"). They predict the lesson topic. | Provide a visual on the board: a picture of a bicycle with the word "slow machine". The teacher repeats the key sentence with the mistake. | Descriptors: The student listens attentively. The student identifies the illogical element in the story. No points. |
Whiteboard, marker, picture of a bicycle. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | |||||