CHECKED _____________
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Short-term plan for Английский язык in Grade 9
| Unit | Unit 4: Charities and Conflict |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | Nobel Peace Prize 1 |
| Learning objectives covered in this lesson (curriculum reference) |
9.4.2.1 - understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts; 9.4.6.1 - recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics; 9.5.1.1 - plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics; 9.5.3.1 - write with moderate grammatical accuracy on a wide range of familiar general and curricular topics; 9.5.6.1 - write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics; |
| Lesson goal |
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Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment formats | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Storytelling with a deliberate mistake) |
Teacher: "Good morning! Today we start a fascinating topic. Let me tell you a quick story. Alfred Nobel, a Swedish chemist, was very happy when he invented dynamite for construction. When he died, he left all his money to create prizes for Physics, Chemistry, Medicine, Literature, and... the Nobel Prize for War, to honor those who win battles. He did this because he loved conflict." (Pause). "Okay, hands up if you think my story is 100% correct. Who spotted something wrong?"
Expected student responses: "It's for Peace, not War!", "He was sad about dynamite being used for war", "He wanted to promote peace". Teacher: "Excellent spotting! So, what is the real prize called? (Nobel Peace Prize). And why did he really create it? Let's find out more today." |
Students listen actively. They raise hands to identify the deliberate mistakes (Prize for War, Nobel loved conflict). They volunteer corrections. | Oral questioning. Observing student engagement and immediate correction of the factual trigger. | Whiteboard/marker. AI Tool: ChatGPT can be used to generate alternative "story with a mistake" prompts for differentiation in future lessons. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||