CHECKED _____________
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Short-term plan for английский язык in Grade 5
| Unit | английский язык |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 5 Attendance: _____ Absent: _____ |
| Lesson topic | 1st Conditional sentences. If we take care of the Planet |
| Learning objectives covered in this lesson (curriculum reference) | use 1st conditional, develop reading skills |
| 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 (Storytelling with a trigger) |
Teacher: "Good morning, class! Today, we're going to talk about our planet. Let me tell you a short story. 'Every day, I use a plastic bottle and then I threw it in the river. If I do this, the fish will be happy.' Hmm, something feels wrong with my story. What do you think? Is my action good for the planet? And did you notice a grammar mistake? Let's discuss."
Teacher listens, then guides: "So, the action is bad, and the grammar... I said 'threw' but I should use present tense here for a condition about the future. Today we will learn to talk about possible future situations correctly using the 1st Conditional: 'If I use a plastic bottle and throw it in the river, the fish will not be happy.'" |
Students listen to the story. They react to the ecological trigger (polluting is bad). Some may spot the grammar inconsistency (past tense 'threw' in a present/future context). They participate in a brief discussion. | Descriptors: The student actively listens, participates in the discussion by identifying the ecological problem or the grammatical inconsistency. Note: no points. |
Whiteboard/marker. AI Tool: A text generator (e.g., ChatGPT) can be used to quickly create alternative versions of the trigger story for differentiation. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||