CHECKED _____________
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Short-term plan for английский язык in Grade 9
| Unit | Charities and conflict (Unit 4) |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | A radio programme about famous protests. p.48 |
| Learning objectives covered in this lesson (curriculum reference) | 9.2.3.1 understand most of the argument without practical support in a long conversation on general and academic topics; 9.3.7.1 using subject-specific vocabulary and syntax within the framework of unlimited general and study topics; 9.5.1.1 plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics |
| Lesson goal |
|
| Value for integration | Fairness and responsibility |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment formats | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (provocative question) |
Teacher: "Good morning, class! Imagine you see someone being treated unfairly in our school—what would you do to stand up for them? Think about it silently for 30 seconds, then share one idea with a partner. I'll ask a few of you to share aloud. Remember, protests can be peaceful and powerful. Today, we'll explore famous protests through a radio programme." | Students think individually, then discuss in pairs (6 pairs total). They share responses like "I'd talk to a teacher" or "organize a petition." | Formative: Observation of participation and relevance of ideas; teacher notes engagement levels. | Whiteboard, markers, timer; AI tool: ChatGPT for generating additional provocative scenarios (e.g., "What if a protest was ignored?"). |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||