CHECKED _____________
____________________
Short-term plan for Английский язык in Grade 9
| Unit | Unit 1: Science and scientific phenomena |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | Language checkpoint. Summative Assessment for the unit 1 |
| Learning objectives covered in this lesson (curriculum reference) |
10.3.6.1 — navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics; 10.4.3.1 — skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics; 10.5.2.1 — use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately. |
| Lesson goal |
|
| Value for integration | Values of the new Constitution of Kazakhstan 2026 |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (method): “3-2-1 Science Sprint” — rapid challenge with a visible 90-second timer |
Script: “Good morning, Grade 9. Today is our Language checkpoint — the Summative Assessment for Unit 1: Science and scientific phenomena. Before we start, a 90-second sprint. On the board you see three prompts. Timer starts now.” Board prompts: 1) Name 3 scientific phenomena you can see in everyday life. 2) Give 2 words from Unit 1 that describe how scientists work. 3) Say 1 sentence: “A scientific phenomenon is …” Teacher cues while timer runs: “Whisper your ideas to your partner — no hands up yet.” / “30 seconds left — check your spelling in your head.” / “Time! Pairs, share one example.” Then: “If your partner’s word was unclear, paraphrase it for the class — this is exactly the skill we assess today.” Optional AI warm-up (projected, teacher-led): teacher shows a 3-line AI-generated definition of “scientific phenomenon” on the shared screen and asks: “Is this accurate? Which word would you change?” — modelling that AI output must be checked, not copied. |
Students work in pairs. They write 3 phenomena, 2 process words, 1 definition sentence on mini-whiteboards/notebooks within 90 seconds. Then 2–3 pairs read their definition aloud; the class listens for one unclear word and offers a paraphrase or correction. Students decide whether the projected AI definition is accurate and name one word they would change. |
Descriptors (no points):
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Board/whiteboard; mini-whiteboards or notebooks; visible timer (projector/phone); Unit 1 word list (English Plus 9, Unit 1); shared screen for AI definition (ChatGPT prompt prepared in advance by teacher). |
| Откроется после регистрации: Lesson middle (20–25 min) · Lesson end (5–10 min) · Reflection (5 min) | ||||