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 | Ask and respond to indirect questions p48 |
| Learning objectives covered in this lesson (curriculum reference) | 9.5.3.1 write familiar general and study topics with uniform grammatical competence; 9.6.9.1 use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar 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're a charity volunteer, and you need to ask a sensitive question to someone who might feel uncomfortable. For example, 'Why didn't you donate?' How could you rephrase it politely? Think about how indirect questions can show care and fairness. Let's brainstorm ideas together." Teacher listens and writes key student responses on the board, e.g., "Could you tell me why you didn't donate?" |
Students think individually for 1 minute, then share ideas with the class. Possible responses: "I'd ask, 'Can you explain if there was a reason?'" or "Maybe say, 'I wonder if you had any thoughts on donating.'" | Observation of participation; note students who contribute ideas related to indirect phrasing. | Whiteboard, markers, student notebooks; AI tool: ChatGPT for generating additional sensitive question examples to prompt discussion (e.g., "Generate 3 sensitive charity-related questions"). |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||