CHECKED _____________
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Short-term plan for English language in Grade 6
| Unit | Unit 2 Exercise and sport |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 6 Attendance: _____ Absent: _____ |
| Lesson topic | could, can, will be able to |
| Learning objectives covered in this lesson (curriculum reference) |
9.5.2.1 — independently write about past experiences or real events and actions on familiar general and academic topics; 9.6.13.1 — use modal forms for various purposes, and the past tense modal forms should/shouldn't have to to express regret and criticism on many familiar general and academic topics. |
| Lesson goal |
|
| Value for integration | Diligence and professionalism |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | SEN support | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|---|
| Lesson opening (5 min) Engage Riddle + hypotheses |
Teacher: “Good morning, everyone! Let’s start with a riddle. Listen carefully: ‘Yesterday I ____ swim 500 metres. Today I ____ swim 500 metres. Tomorrow I ____ swim 500 metres if I train hard. What are the three missing words?’ Write your guesses on the mini-whiteboard. You have 1 minute. Then we’ll share ideas.” Teacher collects hypotheses, writes them on the board: “yesterday – today – tomorrow”. Ask: “Why do we need three different words for the same action?” (Guide students to time reference.) |
Students listen to the riddle, write their guesses on mini-whiteboards (past, present, future forms). They share hypotheses aloud (possible answers: “could / can / will be able to”, “can / can / can”, “couldn’t / can / will”). Students explain briefly why they chose those words. |
Visual support: three cards with “Yesterday / Today / Tomorrow” and matching icons (🏊, ⏪, 🕐, ⏩). Sentence stem printed on the card for students who need it: “Yesterday I ______. Today I ______. Tomorrow I ______.” |
Descriptors (no points): • participates in guessing; • offers at least one hypothesis; • connects time words to modal forms. |
Mini-whiteboards (12), markers, board, picture cards (yesterday/today/tomorrow). |
| Откроется после регистрации: Physical pause (2 min) · Lesson middle (20–25 min) · Lesson end (5–10 min) · Reflection (5 min) | |||||