CHECKED _____________
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Short-term plan for Английский язык in Grade 9
| Unit | Unit 4. Charities and conflict |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | Vocabulary: distinguishing confused words |
| Learning objectives covered in this lesson (curriculum reference) |
9.3.4.1 respond with growing flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 9.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; |
| Lesson goal |
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Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment formats | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Quick vote) |
Teacher prepares: 1) a projected slide or board with provocative question; 2) two voting cards: A (Agree) / B (Disagree). 1. Display question: "Do single words ever change the meaning of a school rule?" (provocative). 2. Teacher script (say exactly): "Class, I have a quick question: 'Do single words ever change the meaning of a school rule?' Hold up card A for Agree, B for Disagree. You have 10 seconds to decide. Ready? 3, 2, 1—vote now." 3. After voting, teacher: "Show me your cards. I see [quick scan]. Now two volunteers: one who chose A, one who chose B — tell us why in one sentence." (Select volunteers). 4. Short debrief (teacher): "Today we will practise 'confused words'—words that look or sound similar but change meaning. This matters for rules, instructions and for being understood in legal and everyday situations." (Tie to Law and order value.) 5. Transition: "We'll begin with a very short individual match task to warm up." |
1. Students listen, think, and vote using cards A/B (10s). 2. Two volunteers give a one-sentence justification (10–20s each). Possible responses: "A — because one wrong word makes a rule unclear." / "B — I think meaning stays the same if context is clear." 3. Students listen to debrief and prepare for warm-up. |
Quick formative check: teacher notes number of A vs B votes and records the two volunteer responses for quick class feedback. Success descriptor: >60% choose A shows readiness to discuss word precision. Teacher notes 2 volunteers' clarity (complete sentence). | Printed A/B cards or small whiteboards; slide with provocative question; projector/board; timer (phone); classroom seating. AI suggestion (Resources list only): quick poll tool (e.g., a simple polling app) and a language model for creating example sentences (listed under Use of AI tools further). |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||