CHECKED _____________
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Short-term plan for Английский язык in Grade 9
| Unit | Earth and our place on it |
|---|---|
| Teacher's name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | Rivers of the world |
| Learning objectives covered in this lesson (curriculum reference) | 9.4.4.1 таныс және кейбір бейтаныс жалпы және оқу тақырыптары аясында көркем және көркем емес әдебиеттер дегі ұзақ мәтіндерді оқу; 9.4.5.1 көпшілік таныс жалпы және оқу тақырыптары аясында ұзын мәтіндердің мәнмәтінінен негізгі ойды анықтау; 9.5.2.1 таныс жалпы және оқу тақырыптарында өткен тәжірибесін немесе шынайы болған оқиғалар, әрекеттерді өз бетімен жазу; |
| Lesson goal |
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| Value for integration | Fairness and responsibility |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Actions for SEN students | Assessment formats | Resources |
|---|---|---|---|---|---|
| Lesson opening (5 min) Engagement (method: provocative question) | Teacher: "Good morning, class! Today, we're diving into the topic 'Rivers of the world.' I have a provocative question for you: If rivers could talk, what stories would they tell us about human actions—both good and bad? Think about pollution, dams, or conservation efforts. Let's brainstorm together. For example, the Ganges River in India is considered sacred but faces severe pollution. What might it say about our responsibility?" Teacher writes key points on the board. | Students listen and think individually for 1 minute, then share ideas in pairs (19 students: 9 pairs + 1 group of 3). Possible responses: "Rivers might complain about trash," "They could thank people for clean-up projects," or "Tell stories of animals losing homes." Pairs discuss and one student from each pair shares one idea with the class. | For SEN students (e.g., those with attention deficits or language barriers), the teacher provides a visual aid (e.g., a picture of a polluted vs. clean river) and uses simplified language. Teacher circulates to offer prompts: "What do you see in this picture? How does it make you feel?" SEN students can respond with single words or short phrases, and the teacher scribes their ideas on the board to ensure inclusion. | Formative: Observation of participation and idea sharing. Descriptor: Student contributes at least one idea related to rivers and human impact, showing engagement. | Whiteboard, markers, visual aids (pictures of rivers), timer |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | |||||