CHECKED _____________
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Short-term plan for Английский язык in Grade 9
| Unit | making connection in biology |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | Comparison |
| Learning objectives covered in this lesson (curriculum reference) | 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; 9.6.12.1 use an increased variety of comparative degree adverb structures with regular and irregular adverbs, use a variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics; |
| Lesson goal |
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| Value for integration | Diligence and professionalism |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement: provocative question + voting |
Teacher: “Look at the screen: ‘Which is more important for a biologist – a sharp memory or sharp eyes? Vote by raising your left hand for memory, right hand for eyes. Ready? 3-2-1 vote!” Debrief: “Interesting! Now let’s see how we can compare qualities using English. For example: ‘A sharp memory is more useful than sharp eyes when classifying species.’ Today we’ll master comparisons in biology contexts.” Show slide with two images: microscope (eyes) vs. database (memory). |
Students raise hand to vote. Listen to debrief and give own short reasons (e.g., “I think eyes because you need to see details”). | Descriptors: active participation, willingness to share opinion. No points. | Slide with images; whiteboard for tally. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (10 min) · Reflection (5 min) | ||||