CHECKED _____________
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Short-term plan for английский язык in Grade 9
| Unit | Charities and conflict (Unit 4) |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | Skills Round-up. Welcome unit-2 p55 |
| Learning objectives covered in this lesson (curriculum reference) | 9.2.3.1 understand most of the argument without practical support in a long conversation on general and academic topics; 9.3.2.1 ask complex questions to obtain information within general and educational topics; |
| 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 (provocative question) |
Teacher: "Good morning, class! Imagine you have to convince someone to donate to a charity helping people in conflict zones. What one question would you ask to make them understand the urgency? Think quickly and share with a partner." After 2 minutes: "Now, let's hear some examples. Why do you think your question is powerful?" | Students pair up (6 pairs) and discuss their provocative questions. They take turns sharing ideas and reasoning. Possible responses: "How would you feel if your family had no food due to war?" or "What if you could save a life with just $10?" | Formative: Teacher observes pair discussions for engagement and initial question complexity; provides verbal feedback. | Whiteboard, markers, timer. AI tool: ChatGPT for generating sample provocative questions if needed (e.g., to model examples). |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||