CHECKED _____________
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Short-term plan for Английский язык in Grade 9
| Unit | Unit 8. Travel and tourism |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | Vocabulary and listening: Travel: verbs (p. 96) |
| Learning objectives covered in this lesson (curriculum reference) | 9.4.5.1 deduce meaning from context in extended texts on a range of familiar general and curricular topics; 9.5.7.1 use independently appropriate layout at text level on a growing range of general and curricular topics |
| Lesson goal |
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Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | SEN support | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Riddle) |
Teacher: "Good morning! Let's start with a riddle. I am something you do before a trip. I involve looking at maps, reading reviews, and making lists. I can be exciting but sometimes stressful. What am I? Think for 30 seconds, then share your hypothesis with your elbow partner." After pair discussion, teacher asks for answers: "So, what do you think? Yes, 'planning a trip' is correct! Today, we'll focus on the specific actions—the verbs—that make up travel. Let's see what key verbs we'll discover." | Students listen to the riddle. They think individually, then discuss their hypotheses in pairs (21 students = 10 pairs + 1 trio). They volunteer answers (e.g., "planning," "organizing a holiday"). | Provide the riddle in written form on a card or screen. Allow the student to respond in a short phrase or by choosing from options (e.g., "packing", "planning", "buying"). | Descriptors: Student participates in the discussion, offers a hypothesis related to travel. No points. |
Whiteboard/Projector, timer. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | |||||