CHECKED _____________
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Short-term plan for english in Grade 9
| Unit | Music and films. Unit 7 p.p. 80 - 91 |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | Giving feedback on a product. p. 87 |
| Learning objectives covered in this lesson (curriculum reference) |
9.4.7.1 recognize typical features at word, sentence and text level in a wide range of written genres, including some which focus on unfamiliar topics 9.3.5.1 keep interaction going in basic exchanges on a growing range of general and curricular topics 9.5.6.1 write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics |
| Lesson goal |
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| Value for integration | Independence and patriotism |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Rapid Challenge) |
Teacher: "Good morning! Let's start with a 3-minute 'Feedback Word Storm'. I will show you a product. Your task, in pairs, is to write down as many words or short phrases as you can to describe it—both positive and negative. Ready? Here is the product: a popular Kazakh film or a dombyra song. Timer starts now!" (Displays an image of a dombyra or a poster for a Kazakh film like "Mongol" or "Kelin"). After 3 minutes: "Time's up! Let's hear some examples. Pair 1, give me one positive word. Pair 2, one negative phrase." Listens and writes key adjectives/verbs on the board (e.g., "captivating", "original plot", "slow-paced", "emotional music"). | Students work in pairs, brainstorming descriptive and evaluative language. They share their words with the class. Possible responses: "beautiful melody", "traditional", "predictable story", "powerful acting", "boring in parts". |
Descriptors: The student contributes at least one relevant word/phrase to the pair work. The student actively listens to peers. No points. |
Timer (online or phone), projector/screen, images of a dombyra and Kazakh film posters. AI Tool: Canva or AI image generator (e.g., DALL-E, Midjourney) to quickly create a compelling visual of a "hypothetical" Kazakh product for brainstorming. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||