CHECKED _____________
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Short-term plan for Foreign language in Grade 9
| Unit | Hobbies and qualities |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | CLIL. The British sense of humour |
| Learning objectives covered in this lesson (curriculum reference) | 9.4.2.1 understand specific information in texts on familiar general and academic topics, including some longer texts; 9.5.2.1 independently write about past experiences or real events and actions on familiar general and academic topics; |
| Lesson goal |
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| Value for integration | Diligence and professionalism |
| Interdisciplinary links | Media studies, Psychology (humour and well-being), Cultural studies |
| Differentiation |
Gifted learners: Advanced tier tasks with open-ended analysis and creative writing; AI-assisted synthesis. Struggling learners: Basic tier tasks with sentence starters, vocabulary support, and paired work with stronger peers. Universal optional support: Visual aids, word bank, extra time, teacher prompts. |
| Physical pause | “Laughter Yoga” – 1 minute: students stand, stretch, and practice silent laughter (inhale, exhale with a silent “ha ha ha”), then share a funny face with a partner. |
| Reflection method | Emoji reflection: choose an emoji that represents your understanding of British humour and write one sentence explaining your choice. |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (What if…?) |
Teacher script: “Good morning! Imagine you’re at a party with people from five different countries. Someone tells a joke, and everyone laughs – except one person looks confused. Why? What if humour is not universal? Today we explore the British sense of humour. First, I want you to think: What if you had to explain your country’s humour to a foreigner? What would you say? Share your idea with your partner in 30 seconds.” Teacher asks 2–3 students to share their ideas aloud. Teacher writes key words on the board: irony, sarcasm, slapstick, wordplay. |
Students think individually (30 sec), then share with a partner (30 sec). Volunteers share their ideas with the class. |
Descriptors (no points): • Student offers a clear idea about their culture’s humour. • Student listens actively to partner. • Student uses at least one humour-related word. |
Whiteboard, markers |
| Откроется после регистрации: Lesson middle (20–25 min) · Lesson end (5–10 min) · Reflection (5 min) | ||||