CHECKED _____________
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Short-term plan for English in Grade 6
| Unit | Our countryside |
| Teacher's name | ____________________ |
| Date | _____________ |
| Class | Grade 6 Attendance: _____ Absent: _____ |
| Lesson topic | Reading: Living in Barrow, Alaska |
| Learning objectives covered in this lesson (curriculum reference) | Understand most specific information and details of supported, extended talk on a range general and curricular topics. Ask simple questions to get information about a growing range of general topics. |
| Lesson goal |
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| Value for integration | Unity and solidarity |
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) |
Teacher: "Good morning class! Today we're going to explore a very special place. Look at these pictures. What do you notice about this environment? (Show images of Barrow, Alaska). This is Barrow, Alaska - one of the northernmost towns in the world. The temperature can drop to -50°C in winter! How do you think people survive and support each other in such extreme conditions?" | Students observe images and share initial reactions. They make predictions about life in extreme cold: "They wear warm clothes," "They help each other," "They have special houses." | Provide printed color images. Use simple vocabulary. Pair SEN student with supportive peer. Offer sentence starters: "I think they need..." "Maybe they..." | Observation: Students participate in discussion and make reasonable predictions | Projector/screen, images of Barrow, Alaska, map showing location |
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (10 min) · Reflection (5 min) | |||||