CHECKED _____________
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Short-term plan for Английский язык in Grade 9
| Unit | 8 Unit Natural disasters |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | Reading: Tsunami! A 21st century survival solution |
| Learning objectives covered in this lesson (curriculum reference) |
10.4.2.1 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 10.3.5.1 - interact with peers to make hypotheses about a wide 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 |
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| Value for integration | Taza Qazaqstan (Clean Kazakhstan) |
Value goal (Lower secondary school): Ability to keep public places clean. Understanding the harm of litter and pollution to health and nature. Skills of separate waste collection and reuse of materials. Careful use of resources: water, electricity, paper. Participation in environmental campaigns at school and in the neighbourhood. Ability to explain the importance of ecological culture to others.
Interdisciplinary links: Geography (tectonic plates, coastal zones, natural hazards of the Pacific and Indian Oceans), Physics (wave energy, wave speed and height), Biology/Ecology (impact of debris and pollution on coastal ecosystems and human health), Mathematics (interpreting data on wave height, evacuation time, distance), Kazakhstani context (earthquake risk zones in Almaty region; civil protection and emergency warning systems), ICT/Digital literacy (responsible use of AI tools, source verification).
Differentiation paths:- Gifted learners: advanced tier task — comparative analysis of two survival solutions, evaluation of their effectiveness, creation of a “Tsunami Survival Protocol” infographic with AI-assisted drafting and independent verification; extension: 120-word argumentative paragraph on which solution is more sustainable and why.
- Struggling learners: basic tier task — matching vocabulary to definitions, scanning for 5 key facts with line references, sentence starters and a glossary card; teacher and peer scaffolding; reduced reading load (Paragraphs 1–4).
- SEN learners (universal optional support — no diagnosis is assumed or invented): enlarged-print text, audio version of the text, colour-coded keywords, chunked instructions (one step at a time), extra processing time, option to answer orally or by pointing/drawing, sentence frames, quiet workspace, buddy support. These supports are available to any learner who needs them.
Physical pause (main stage, minute ~28): “Tsunami Wave” movement break — students stand, and on the teacher’s count they make three slow “wave” arm movements upward (inhale) and downward (exhale), then “evacuate” by walking quickly but safely to a designated corner of the room and back to their seats in 10 seconds, then shake out their hands. Purpose: restore attention and oxygen flow, reinforce the “move fast, stay calm” safety idea. No points.
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (method: “What if…?” question + Think-Pair-Share) |
0–2 min. Greeting. Teacher writes on the board: “What if a 15-metre wall of water reached your town in 20 minutes?” Teacher says: “Look at the question. Do not shout out. Think silently for 30 seconds. Then turn to your partner and share ONE idea: what would you do first, and what would help you survive?” 2–4 min. Teacher circulates, listens, selects 3–4 students. Prompt: “Aigerim, what did your partner say? Did you agree? Why?” Teacher accepts L1 if needed, then reformulates in English: “So, you would run to high ground. Good — that is exactly what we call evacuation.” 4–5 min. Teacher links to the topic: “Today we read a real text about a 21st century survival solution. Our big question is: Can technology save lives when a tsunami comes?” Teacher states the lesson goals in student-friendly language and the Taza Qazaqstan value link: “And we will ask ourselves: how does what we throw away on the coast make disasters worse?” Possible student responses: “I would climb to the roof.” / “I would call my parents.” / “I would run to the mountains.” / “I would warn my neighbours.” / “I would take water and a phone.” / “I don’t know how to swim.” |
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Descriptors (no points):
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Board, marker, projector, slide 1 with the “What if…?” question and lesson goals, notebooks, English Plus 9 Student’s Book (Unit 8, pp. 96–97). |
| Откроется после регистрации: Lesson middle (20–25 min) · Lesson end (5–10 min) · Reflection (5 min) | ||||