CHECKED _____________
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Short-term plan for английский язык in Grade 9
| Unit | unit «Earth and our place in it» |
| Teacher's name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | Review. Unit 3 p.42 Summative assessment for the unit «Earth and our place in it» |
| Learning objectives covered in this lesson (curriculum reference) |
9.3.7.1 using subject-specific vocabulary and syntax within the framework of unlimited general and study topics; 9.5.5.1 teacher-supported use of arguments in endlessly familiar general and educational topics with examples and justifications; 9.2.8.1 begin to recognize inconsistencies in argument in extended talk on a growing range of general and curricular subjects |
| Lesson goal |
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| Value for integration | Diligence and professionalism |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment formats | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Real-life case) |
"Good morning class! I want to start with something that happened just yesterday. A local company announced they want to build a new factory near our river. They promise jobs and economic growth, but environmental groups say it will pollute our water. What would you do if you had to make this decision? Let's brainstorm for 3 minutes - what questions would you ask? What information would you need?" | Students brainstorm questions and information needs in pairs, then share with class. Possible responses: "How many jobs exactly?", "What kind of pollution?", "Are there alternatives?", "What safety measures?", "How will it affect wildlife?" | Observation checklist: Active participation, quality of questions, use of environmental vocabulary | ChatGPT for generating real-world environmental dilemmas, Google Earth for local context visualization |
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (10 min) · Homework · Reflection (5 min) | ||||