CHECKED _____________
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Short-term plan for английский язык in Grade 6
| Unit | Travel and holidays |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 6 Attendance: _____ Absent: _____ |
| Lesson topic | to be going to, will/won't |
| Learning objectives covered in this lesson (curriculum reference) |
6.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics 6.6.8.1 use future forms will for predictions and be going to to talk about already decided plans on a limited range of familiar general and curricular topics 6.5.1.1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topic |
| Lesson goal |
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| Value for integration | Creativity and innovation |
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 (Storytelling with a mistake) |
Teacher: "Good morning, class! I'm so excited about my holiday next week. I will visit Paris because I bought the tickets yesterday! I think the weather is going to be sunny, but I'm not sure. Oh, and I have a prediction: I am going to eat a croissant every single day!" (Pause). "Did my story sound perfectly correct? Listen one more time and see if you can spot something strange about how I'm talking about my plans."
After students respond, highlight the deliberate errors: using 'will' for a fixed plan (tickets bought) and 'be going to' for a pure prediction (weather). Elicit the correct forms. |
Students listen attentively. They raise hands to identify the mistakes. Possible responses: "You said 'will visit' but you have tickets, so it's a plan." / "You said 'is going to be sunny' but you're not sure, so maybe 'will be'?" | Provide a visual anchor chart on the board with two columns: "Plans (I decided)" and "Predictions (I think)". The teacher points to the relevant column while telling the story. For a student with attention difficulties, a printed version of the chart is on their desk. | Descriptors: The student actively listens and attempts to identify the inconsistency in the story. No points. | Whiteboard/markers, visual anchor chart (Plans vs. Predictions), printed mini-chart for SEN student. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | |||||