CHECKED _____________
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Short-term plan for Английский язык in Grade 9
| Unit | Unit 5. Reading for Pleasure |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | Listening: to introduce the topic of the listening activity |
| Learning objectives covered in this lesson (curriculum reference) | 9.2.6.1 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics; |
| Lesson goal |
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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, class. I have a riddle for you. Listen carefully: 'I am not a law, but breaking me can lead to trouble. I am not a person, but I am often found in public. I am about order, safety, and respect for others. What am I?' Think for a moment, then share your hypotheses with your partner." Walks around, listens to pairs. "Let's hear some ideas. Yes, Aliya?" (Possible answers: A rule, a sign, a police officer). "Excellent ideas. All are connected to a very important concept. Today, we will listen to a story that revolves around this idea. Our goal is to become detectives of meaning, using clues from what we hear and read to understand the full picture." |
Students listen to the riddle. They discuss in pairs, generating hypotheses. Volunteers share their answers with the class. They listen to the teacher's introduction to the lesson topic. | Descriptors: The student actively participates in the discussion, proposes a logical hypothesis related to rules or public order, listens to peers. No points. |
- AI Tool Suggestion: An AI text generator (e.g., ChatGPT) can be used to create a bank of engaging riddles on the theme of rules and public conduct for future lessons. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||