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 | Summative assessment for the Term 3 |
| Learning objectives covered in this lesson (curriculum reference) |
5. L4 Understand the main points of supported extended talk on a range of general and curricular topics. 5. R2 Understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics. 5. W6 Link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics. 5. S1 Provide basic information about themselves and others at sentence level on an increasing range of general topics. |
| Lesson goal |
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| 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 (Riddle) |
Teacher: "Good morning, class! Let's start with a small puzzle to wake up our brains. Listen carefully: 'I have hands but cannot clap. I have a face but cannot smile. I tell you what to do every day, but I never speak. What am I?' Think for a moment, then raise your hand with your guess." Teacher listens to hypotheses (e.g., clock, watch, phone, sun). Teacher: "Interesting ideas! The correct answer is a 'clock' or a 'watch'. Why? Because it has hands and a face, it tells us the time, and time helps us follow our...? (Pauses for students to answer) Yes, our daily routine! Following a routine is a part of being organized and responsible. Today's assessment will connect to topics like daily routines and rules." |
Students listen to the riddle. They think individually, then volunteer answers. They explain their reasoning briefly. | Provide the riddle in written form on a card or screen. Use a visual of a clock. Allow thinking time and accept one-word answers. | Descriptors: The student participates by offering a hypothesis. (No points) | Projector/Screen, slide with the riddle, image of a clock. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | |||||