CHECKED _____________
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Short-term plan for Английский язык in Grade 9
| Unit | Unit 4. Charities and conflict |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | CLIL/Biology Revision |
| Learning objectives covered in this lesson (curriculum reference) |
9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.6.8.1 use a variety of future forms, including some passives, on a range of familiar general and curricular topics 9.4.2.1 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts |
| Lesson goal |
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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. Today we combine English with Biology. I have a question for you: 'Is it ever acceptable to break a rule or a law to save an endangered animal?' For example, trespassing on private land to document illegal logging that destroys a habitat. Think for 15 seconds. Now, let's vote. Show me thumbs UP if you think YES, it can be acceptable. Thumbs DOWN if you think NO, it's never acceptable. Thumbs to the SIDE if you're unsure." (Takes a quick visual poll). Brief Debrief: "Interesting. I see different opinions. A few of you said 'yes'. Can someone share a quick reason? (Listens to 1-2 responses). And for 'no'? (Listens to 1-2 responses). This touches on a conflict between our desire to protect nature and the need for law and order. Today, we'll explore this conflict using biology vocabulary and future grammar. Our key question is: How can we legally and effectively protect our planet's biodiversity?" |
Students listen to the question, think individually, and vote using thumbs. Selected students volunteer brief justifications for their vote (e.g., "Yes, because the animal's life is more important than a minor rule," or "No, because breaking laws leads to chaos"). | Formative: Observation of student engagement and initial reasoning during the vote and debrief. Diagnostic of prior knowledge on the topic. | Whiteboard/Projector with the provocative question. AI Tool: Mentimeter or Slido for anonymous live polling and word cloud generation of student reasons, displayed in real-time to validate all opinions. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||