CHECKED _____________
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Short-term plan for English in Grade 9
| Unit | Travel and Tourism |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | Travel and transport |
| Learning objectives covered in this lesson (curriculum reference) | 9.1.5.1 use feedback to set personal learning objectives 9.1.7.1 develop and sustain a consistent argument when speaking or writing |
| Lesson goal |
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Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Storytelling with a trigger) |
Teacher: "Good morning! Let me tell you about my last trip. I decided to go to Paris. First, I booked a ticket on a spaceship because it's the fastest way. At the airport, I showed my library card instead of a passport, and they let me through! I then took a submarine down the Seine River to see the Eiffel Tower. It was such an efficient and common way to travel!"
"Your task: Listen carefully and raise your hand when you hear something that doesn't make sense about the transport or travel procedure. Let's see how many you can spot." |
Students listen attentively. They identify illogical or impossible elements in the story (e.g., spaceship for Paris travel, using a library card, submarine on the Seine). They raise their hands and explain the mistakes. |
Descriptors (no points):
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- AI Tool Suggestion: An AI image generator (e.g., DALL-E, Midjourney) could be used beforehand to create absurd travel images (a spaceship at Charles de Gaulle airport) to visually support the storytelling and engage visual learners. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||