CHECKED _____________
____________________
Short-term plan for English language in Grade 9
| Unit | English language |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | Language review p.111 , SAU 1 |
| Learning objectives covered in this lesson (curriculum reference) | 9.5.2.1 write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics; 9.6.15.1 use infinitive forms after a growing number of adjectives and verbs, use gerund forms after a growing variety of verbs and prepositions, use an increased variety of prepositional verbs and phrasal verbs on a range of familiar general and curricular topics; |
| Lesson goal |
|
| 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 (riddle) |
Teacher: “Good morning! Look at the board. Here is a riddle: I am a verb that can be followed by TO or -ING. I change meaning depending on the form. I can express ‘stop doing something’ or ‘stop in order to do something’. What verb am I? (Hint: it begins with S.)” Let students think for 30 seconds, then discuss in pairs. Accept hypotheses: stop (correct). “Great! Today we will practise infinitive and gerund forms, phrasal verbs, and write a short story. We’ll also work with a text about a real-life hero.” |
|
Descriptors (no points):
|
Slide with riddle; board; markers. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||