Comparative analysis of critical thinking-oriented lesson planning at the basic stage

Abstract

In the context of 21st-century education, the development of critical thinking skills has become an integral part of modern foreign language teaching. However, many English lessons in secondary schools are still based on traditional teacher-centered approaches that focus on memorization and repetition. This article presents a comparative analysis of lessons that examines the differences between traditional lessons and critical thinking (CT) lessons for grades 5-6. Instead of using surveys or empirical tests, the study is based on classroom observation, pedagogical theory, and conceptual analysis of lesson structures. The results of the study show that while traditional lessons prioritize accuracy and controlled practice, critical thinking-based lessons promote exploration, reasoning, evaluation, and meaningful communication. The study concludes with recommendations for implementing CT-oriented lesson planning in Kazakhstani schools.