CHECKED _____________
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Short-term plan for English in Grade 5
| Unit | World of work |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 5 Attendance: _____ Absent: _____ |
| Lesson topic | List of rules for a pizza delivery boy p49 |
| Learning objectives covered in this lesson (curriculum reference) | 5.5.3.1 write specific details with the support of the teacher, describing people, places and objects at the text level; 5.6.13.1 use have to/ don't have to to show obligation on a limited range of familiar general and curricular topics |
| Lesson goal |
|
| Value for integration | Law and order |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Actions for SEN students | Assessment formats | Resources |
|---|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Real-life case hook) |
Teacher: "Good morning, class! I want to show you a short video clip. Watch carefully. (Plays a 60-second clip of a pizza delivery person navigating traffic, finding an address, and interacting with a customer). Now, I have a question for you: Based on this video, what do you think is the MOST important rule this delivery person must follow to do their job well and safely? Turn to your neighbor and discuss for 1 minute. I want you to predict the top rule."
Script: "Time's up. Who would like to share their prediction? Yes, Aruzhan?" Possible student responses: "They have to drive safely." / "They have to be on time." / "They don't have to be rude." Teacher: "Excellent predictions! Today, we will create an official list of rules for this job, and we will learn the special grammar to talk about what you 'have to' and 'don't have to' do." |
Students watch the video. They discuss the question in pairs (7 pairs total). They formulate and share their predictions with the class. |
Support: Pair the SEN student with a supportive peer for discussion. Provide a printed screenshot from the video with 3 simple visual prompts (a clock, a smiley face, a traffic light) and the sentence starter: "I think they have to ______."
AI Tool Support: Use an AI image generator (like Midjourney/DALL-E) to create a simple, clear comic strip of the delivery scenario beforehand to provide an alternative, static visual aid. |
Oral formative assessment: Teacher listens for the use of obligation-related vocabulary and logical predictions. | Video clip (e.g., from a safe, educational source like YouTube), projector/screen. AI-generated comic strip printouts. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | |||||