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 | Charities p.46 |
| 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; 9.3.3.1 explain and justify their own point of view on a range of general and curricular topics; 9.4.3.1 understand evidence in long texts on a variety of familiar general and academic 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 have $100 to donate to a charity. Would you give it all to one organization or split it among several? Why? Think about what makes a charity 'good' or 'bad' in your eyes. Turn to your partner and share your thoughts for 2 minutes." After discussion, teacher asks 2-3 pairs to summarize their ideas, prompting: "What factors influenced your decision? Did fairness play a role?" | Students discuss in pairs (6 pairs total), sharing opinions on charity choices. They listen to peers and note common themes, such as transparency or impact. Possible responses: "I'd split it to help more causes," or "I'd research to ensure my money is used responsibly." | Observation of participation and idea clarity; no formal grading. | Whiteboard, markers, timer; AI tool: ChatGPT to generate hypothetical charity scenarios for discussion prompts (e.g., "A charity with high admin costs vs. one with direct aid"). |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||