CHECKED _____________
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Short-term plan for English in Grade 9
| Unit | Unit 4 |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | Indirect requests. |
| Learning objectives covered in this lesson (curriculum reference) | 9.4.3.1 understand evidence in long texts on a variety of familiar general and academic topics; 9.5.4.1 use with minimal or no support style and register appropriate to a growing variety of written genres on general and curricular topics; |
| Lesson goal |
|
| Value for integration | Independence and patriotism |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment formats | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Mini-game with timer) |
Teacher: "Good morning, class! Let's kick off with a quick challenge. I'll display sentences on the screen one by one. You have 20 seconds per sentence to decide if it's a direct or indirect request. Raise your hand for direct, stay silent for indirect. Ready? First sentence: 'Can you close the door?' [Wait for responses] Next: 'I was wondering if you could help me with this.' [Continue with 3 more sentences] Time's up! Let's discuss." Script: "Excellent participation! This helps us ease into today's topic: indirect requests." |
Students observe sentences and respond non-verbally (raising hands or staying silent) based on understanding. They may whisper answers to peers if unsure. | Formative: Observation checklist for active participation and correct identification (e.g., 4 out of 5 correct). Descriptor: Students correctly identify at least 3 sentences. | Projector or whiteboard, timer, pre-prepared sentences (e.g., "Please turn off the lights." – direct; "Would you mind turning off the lights?" – indirect), AI tool: Quizlet Live for interactive quiz generation and real-time feedback. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||