КСП

КСП «Living things/Non-living things» по иностранному языку, 5 класс

Краткосрочный план урока по иностранному языку для 5 класса по теме «Living things/Non-living things». Открыты цели обучения, цели урока и начало урока; весь план и файл Word — после бесплатной регистрации. Материал написан на английском языке.

Иностранный язык
5 класс
Обновлено 25.09.2026

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Short-term plan for Иностранный язык in Grade 5

Unit	Unit 2 Living things
Teacher’s name	____________________
Date	_____________
Class	Grade 5 Attendance: _____ Absent: _____
Lesson topic	Living things/Non-living things
Learning objectives covered in this lesson (curriculum reference)	5.3.6.1 communicate meaning clearly at sentence level during, pair, group and whole class exchanges; 5.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics;
Lesson goal	Identify and sort 8 examples into living / non‑living categories using sentence frames. Explain in 2–3 sentences why an object is living or non‑living, using key vocabulary (breathe, grow, need water, move, reproduce). Work collaboratively in groups of 3–4 to create a short digital poster (with AI assistance) that shows 4 living and 4 non‑living things, with one written justification per item.
Value for integration	Unity and solidarity

Lesson flow

Lesson stage / Time	Teacher actions (complete prompts and instructions)	Student actions	Assessment (criteria • descriptors • points)	Resources
Lesson opening (5 min) Engagement: “What if…?”	Teacher says: “What if you woke up tomorrow and everything around you — your chair, your pencil, your water bottle — was alive? They could talk, move, and grow. How would your day be different?” Write 2–3 ideas on the board. Encourage whole‑class sharing: every student says one word or short phrase. Model sentence: “If my pencil were alive, it would ________.” Possible student answers: “run away”, “ask for food”, “need to sleep”.	Think individually for 30 seconds. Share with elbow partner (pair work, 11 students → 5 pairs + 1 trio). 3–4 students share with the whole class.	Descriptors (no points): • participates in pair talk • offers at least one idea aloud • uses the sentence frame (or a simple phrase)	Board, markers, timer (30 sec)
Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min)

Lesson stage / Time

Teacher actions (complete prompts and instructions)

Student actions

Assessment (criteria • descriptors • points)

Resources

Lesson opening (5 min)
Engagement: “What if…?”

Teacher says: “What if you woke up tomorrow and everything around you — your chair, your pencil, your water bottle — was alive? They could talk, move, and grow. How would your day be different?”

Write 2–3 ideas on the board.
Encourage whole‑class sharing: every student says one word or short phrase.
Model sentence: “If my pencil were alive, it would ________.”

Possible student answers: “run away”, “ask for food”, “need to sleep”.

Think individually for 30 seconds.
Share with elbow partner (pair work, 11 students → 5 pairs + 1 trio).
3–4 students share with the whole class.

Descriptors (no points):
• participates in pair talk
• offers at least one idea aloud
• uses the sentence frame (or a simple phrase)

Board, markers, timer (30 sec)

Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min)

Материал опубликован обезличенно: имя автора и название школы из него убраны.

В справочнике учителя: Как составить КСП по 130 приказу пошагово: пример и шаблон

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В полной версии

Lesson middle (20-25 min)
Lesson end (5-10 min)
Reflection (5 min)
Ready-to-use tasks
Interdisciplinary links
Differentiation

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