CHECKED _____________
school - lyceum 6
Short-term plan for английский язык in Grade 9
| Unit | английский язык |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | modal verbs must, should, have to, need |
| Learning objectives covered in this lesson (curriculum reference) |
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| Lesson goal |
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| Value for integration | Unity and solidarity |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | SEN support | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Mind Map) |
Teacher: "Good morning, class! Today's topic is about rules, advice, and necessity. Let's start with a quick mind map. I'll write 'Rules & Advice' in the center. You have 1 minute to think of all the English words or phrases you associate with this idea. Ready? Go!" (Teacher writes the central phrase on the board). After a minute: "Time's up. Who can share an association? Aizhan?" Possible student response: "Have to, must, should." Teacher: "Excellent! I'll write those. Who else? Dauren?" Possible student response: "Obligation, duty, need." Teacher: "Great additions. Let's discuss three of these: 'must', 'have to', and 'should'. What's the first difference that comes to your mind when you hear 'You must do homework' vs. 'You should do homework'?" Expected discussion: Students may say 'must' is stronger, 'should' is advice. Teacher guides: "So, 'must' shows strong obligation, often from the speaker. 'Should' is a recommendation. What about 'have to'? Think of school rules." This brief discussion activates prior knowledge. |
Students quickly brainstorm individually, then volunteer their associations. They participate in a short guided discussion on the meaning of three key modal verbs from the mind map. | Provide a pre-drawn mind map template with some starter words (rule, law, advice) for students to add to. Allow verbal responses instead of written ones. Use visual icons (e.g., a strong fist for 'must', a lightbulb for 'should'). | Descriptors:
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Whiteboard/markers, digital mind mapping tool (e.g., Miro) projected, printed templates for SEN students. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | |||||