CHECKED _____________
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Short-term plan for Английский язык in Grade 9
| Unit | Unit 3: Earth and our place in it |
|---|---|
| Teacher's name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | Academic language SA 3 |
| Learning objectives covered in this lesson (curriculum reference) | 8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics |
| Lesson goal |
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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 (Vocabulary Relay Game) |
Teacher: "Good morning class! Today we're starting with a quick vocabulary challenge. You have 3 minutes to complete this relay. I'll show you a term related to our unit - your team must write the definition and use it in a sentence. Ready? Timer starts now! First term: 'sustainability'." Teacher circulates, monitors time, and provides encouragement: "2 minutes left! Remember to work together!" After timer: "Time's up! Let's quickly check your answers. Team 1, what did you write for 'sustainability'?" |
Students work in pre-assigned groups of 4. One student writes the definition, another creates a sentence, others help with spelling and ideas. Possible responses: "Sustainability means using resources without depleting them" or "We need sustainability to protect our planet." Groups share their answers when called upon. |
SEN students are paired with supportive peers. They receive vocabulary cards with definitions and sentence starters (e.g., "Sustainability is important because ______"). Teacher provides verbal prompts: "Can you help [SEN student] with finding the right words?" Alternative: SEN students can draw the concept instead of writing. |
Observation checklist: Students actively participate in group discussion and correctly use at least 3 environmental terms. | Timer, whiteboard, vocabulary list (sustainability, biodiversity, ecosystem, carbon footprint, renewable energy), sentence frames, vocabulary cards with visuals |
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (10 min) · Reflection (5 min) | |||||