CHECKED _____________
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Short-term plan for English language in Grade 5
| Unit | 2.LIVING THINGS ( |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 5 Attendance: _____ Absent: _____ |
| Lesson topic | Language focus: 2 Was / Were, there was/were. |
| Learning objectives covered in this lesson (curriculum reference) | 5.UE9 use simple present and simple past regular and irregular forms to describe routines, habits and states on a limited range of familiar general and curricular 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 | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (real‑life hook + prediction) |
Teacher says: “Look at this photo – it shows Astana (Nur‑Sultan) in 1997 and the same place today. In 1997 there was a small airport. Today there are huge buildings. What do you think changed? I will show two sentences with gaps. Predict the missing word: ‘In 1997 there ____ a small airport. Now there ____ a big city.’” Teacher writes on board: was / were / there was / there were. Elicits ideas. Accepts all predictions, then says: “We will check your predictions during the lesson.” |
|
Descriptors (no points): • participates in prediction • attempts to use was/were orally • shows curiosity |
• projector / slide with two photos (Astana 1997 vs 2024) • whiteboard & markers • slide with gapped sentences |
| Откроется после регистрации: Lesson middle (20–25 min) · Lesson end (5–10 min) · Reflection (5 min) | ||||